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Generating derived relational
responding in an applied setting.
Olive Healy, Brigid Sinnott, Dermot Barnes-Holmes,
Dolleen-Day Keohane and R. Douglas Greer.
Glasheen
Girls National School, National University of Ireland and Columbia
University, Ireland and USA
The present study sought to demonstrate
that derived relational responding may be shown by a five year
old boy diagnosed with autism. During Experiments 1, the subject
was trained in a series of conditional discriminations in a matching-to-sample
format (A1-B1-C1, A2-B2-C2) using nonsense syllables. Results
showed the emergence of derived relational responding. Experiment
2 sought to extend the series of conditional
discriminations (A1-B1-C1-D1, A2-B2-C2-D2) and results showed
the emergence of derived relational responding. Experiment 3
replicated Experiment 1 but involved using the matching-to-sample
procedure to teach the subject conditional discriminations using
money. Experiment 4 replicated the procedures used in Experiment
2 to extend the conditional discriminations used to teach money
in the previous experiment (A1-B1-C1-D1-E1, A2-B2-C2-D2-E2).
Findings show the effectiveness of the matching-to-sample procedure
as a teaching tool in an applied setting. The broader theoretical
implications of this work will be considred.
Keywords: derived relational
responding, autism, teaching tool |