Emergence of expresive and receptive relations in the training of numbers and letters in children diagnosed with Autism

Authors

  • Asunción Puche Echegaray Universidad Ramón Llull
  • Andrés García-García Universidad Nacional de Educación a Distancia
  • Jesús Gómez Bujedo UNED-Huelva
  • María Teresa Gutiérrez Domínguez Universidad de Sevilla

DOI:

https://doi.org/10.5944/ap.1.3.556

Keywords:

Conditional discrimination, symmetry, expressive – receptive, autism, children

Abstract

Conditional discrimination training is considered as one of the most effective learning processes to teach children diagnosed with autism in labelling, i.e., object, attribute and concept designation. This discriminative learning can take place in two symmetric modalities: receptive and expressive. In the receptive modality an auditory-visual discrimination is required; in the expressive modality the child has to do a visual-auditory discrimination. The present work shows the results of two single-case experimental studies with a double objective: in one hand, to evaluate the relative acquisition rate from one modality another (receptive vs. expressive). In the other hand, to test the possible emergence of the symmetric relationship when just one is trained. Data are discussed in terms of the theory of symmetric responding and also integrated in the clinical practice, given its potential of learning facilitation.

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Author Biographies

Asunción Puche Echegaray, Universidad Ramón Llull

Facultad de Psicología y Ciencias de la Educación,

Andrés García-García, Universidad Nacional de Educación a Distancia

Facultad de Psicología

Jesús Gómez Bujedo, UNED-Huelva

Facultad de Psicología

María Teresa Gutiérrez Domínguez, Universidad de Sevilla

Facultad de Psicología

How to Cite

Puche Echegaray, A., García-García, A., Gómez Bujedo, J., & Gutiérrez Domínguez, M. T. (2012). Emergence of expresive and receptive relations in the training of numbers and letters in children diagnosed with Autism. Acción Psicológica, 1(3), 245–252. https://doi.org/10.5944/ap.1.3.556

Issue

Section

Teoría e Investigación [Theory & Research]