Does a match-to-sample and physical prompting procedure result in receptive vocabulary learning in minimally speaking autistic preschoolers? [0.03%]
匹配样本和物理提示程序能否增加自闭症幼儿的理解词汇量？
Tiffany C Edgar,Claudia F Schabes,Latifatu Mohammed
Tiffany C Edgar
The Single-Case Reporting Guideline In BEhavioural Interventions (SCRIBE) 2016 Statement [0.03%]
行为干预单例报告指南（SCRIBE）2016年陈述
Robyn L Tate,Michael Perdices,Ulrike Rosenkoetter et al.
Robyn L Tate et al.
Reporting guidelines, such as the Consolidated Standards of Reporting Trials (CONSORT) Statement, improve the reporting of research in the medical literature (Turner et al., 2012). Many such guidelines exist and the CONSORT Extension to Non...
Social communication intervention effects vary by dependent variable type in preschoolers with autism spectrum disorders [0.03%]
学前儿童孤独症谱系障碍的社会交流干预效应取决于依赖变量类型
Paul J Yoder,Kristen Bottema-Beutel,Tiffany Woynaroski et al.
Paul J Yoder et al.
Individuals with autism spectrum disorders (ASDs) have difficulty communicating in ways that are primarily for initiating and maintaining social relatedness (i.e., social communication). We hypothesized that the way researchers measured soc...
Instruction using the Picture Exchange Communication Systems (PECS) appears to enhance generalization of communication skills among children with autism in comparison to Responsive Education and Prelinguistic Milieu Teaching (RPMT) [0.03%]
与响应教育和前语言环境教学相比，使用图片交换交流系统(Pecs)似乎可以增强自闭症儿童沟通技能的泛化能力
Kathy S Thiemann-Bourque
Kathy S Thiemann-Bourque
Although visually cued imitation training may increase peer imitation, the preexisting skills necessary for success should be identified [0.03%]
尽管视觉线索模仿训练可能增加同伴模仿，但仍需识别成功所需的先天技能
Kathryn J Saunders,Yusuke Hayashi
Kathryn J Saunders
What Does Teaching Declaratives Tell Us About the Criteria by Which we Can Judge the Developmental Importance of Treatment Outcomes? [0.03%]
教学陈述性知识告诉我们应该如何判断治疗结果的发展重要性吗？
Paul Yoder,Rebecca Lieberman
Paul Yoder
This paper uses examples of treatment research on declaratives to illustrate criteria for determining whether a taught behavior is a "skill", not just a context-bound behavior and whether the taught skill has associations with other theoret...