Using Environmental Sounds to Initiate Receptive Language Training for Children with Autism
Year: 2010
Type: dissertation
Abstract: A pre-test showed that three pre-school children with autism had difficulty learning to match spoken words to objects (receptive identification). Therefore, they were first taught to match environmental sounds to objects (e.g., to touch a tambourine, when they heard the sound of the tambourine) and then to match spoken words to other objects while continuing to match the mastered environmental sounds to the original objects.\nFor all three children, simply learning the environmental-sound/object matching did not facilitate learning spoken-word/object matching; however intermixing the training of spoken-word/object matching with the previously mastered environmentalsound/ object matching did result in the mastery of those intermixed spoken-word/object matches, which, in turn, led to the mastery of additional spoken-word/object matches without further involvement of environmental-sound/object matching. Incidentally, for the environmental-sound/object matching, the objects had been modified to produce no auditory feedback when touched by the children, demonstrating that auditory feedback was not needed to learn the environmental-sound/object matching.
Author: Woan Tian Chow
Institution: Western Michigan University
Language: English
Subfield: Cognitive Neuroscience
Field: Neuroscience
Domain: Life Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1539941909