Using Multiple-Exemplar Training (MET) to teach Generalized Listener Behavior in Autism Spectrum Disorder (ASD): A case study

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Published: Jun 1, 2015
DOI: https://doi.org/10.30552/ejpad.v3i2.28

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Feder, J., Luciano, C., & Jorge Ruiz Sánchez, L. (2015). Using Multiple-Exemplar Training (MET) to teach Generalized Listener Behavior in Autism Spectrum Disorder (ASD): A case study. European Journal of Child Development, Education and Psychopathology, 3(2), 43–54. https://doi.org/10.30552/ejpad.v3i2.28
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Vol. 3 No. 2: (December, 2015)
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Artículos

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Using Multiple-Exemplar Training (MET) to teach Generalized Listener Behavior in Autism Spectrum Disorder (ASD): A case study

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Jonas Feder
Universidad de Almería (España)
Carmen Luciano
Universidad de Almería (España)
Luis Jorge Ruiz Sánchez
Universidad de Almería (España)

Abstract

The present study used Multiple Exemplar Training (MET) to create generalized delayed listener behavior in a 4 years and 8 month old child, diagnosed with Autism Spectrum Disorder (ASD). Generalized listener behavior is one of the first verbal repertoires known in normally developing children, the basis of more advanced verbal behavior, and normally absent in children with developmental difficulties like ASD. Knowing how to create one of the first verbal repertoires, in this case generalized listener behavior, will be an important step to improve therapy programs for children with developmental delay. MET procedure used in this study was a systematic replication of the first experiment of Luciano, Gómez y Rodríguez (2007). The objectives of the present study were to train delayed listener behavior using multiple-exemplar training (MET) and to measure the impact of such training on (a) the emergence of a pattern of generalized listener behavior and (b) on the emergence of speaker behavior. Results show the first goal but MET on listener behavior was not sufficient for speaker behavior to emerge. Results and limitations of the case-study were discussed.

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