Caio F. Miguel, Heejean G. Yang, Heather E. Finn, & William H. Ahearn.
Establishing derived textual control in activity schedules with children with autism.
Journal of Applied Behavior Analysis,
42, 703-709.
Activity schedules are often used to facilitate task engagement and
transition for children with autism. This study evaluated whether
conditional discrimination training would serve to transfer the control
from activity-schedule pictures to printed words (i.e., derived textual
control). Two preschoolers with autism were taught to select pictures
and printed words given their dictated names. Following training,
participants could respond to printed words by completing the
depicted task, match printed words to pictures, and read printed
words without explicit training (i.e., emergent relations).
DESCRIPTORS: activity schedules, autism, conditional discrimination, derived stimulus relations, stimulus equivalence