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Cross-modal generalization of receptive and expressive vocabulary in children with autism spectrum disorder

机译：自闭症谱系障碍儿童接受和表达词汇的跨莫代尔泛化

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Background and aims Word learning is an area that poses a particular challenge to children with autism spectrum disorder. A unique challenge for this population is generalization of learned skills across new learning contexts. In clinical settings, a common assumption in teaching vocabulary for children with autism spectrum disorder is that learning in one modality will generalize incidentally to untreated modalities, but very few studies have evaluated the validity of this assumption. The purpose of this study was to investigate receptive and expressive word acquisition and cross-modal generalization in children with autism spectrum disorder. Methods A single-case parallel treatments design was used to compare word learning and cross-modal generalization in children with autism spectrum disorder. Ten children with autism spectrum disorder were taught unfamiliar vocabulary words in a combined storybook and play intervention. For each child, half of the target words were trained expressively and the other half were trained receptively by random assignment. No direct cross-modal instruction was delivered. A series of probe sessions were completed to assess participants’ within-modal learning and cross-modal generalization of vocabulary learning. Results All children learned target words in both receptive and expressive conditions, as evidenced by an average of 80% accuracy across three trials at the end of each intervention. Overall, cross-modal generalization was higher for the expressive-to-receptive direction than for the receptive-to expressive direction. Nine out of ten children demonstrated successful cross-modal generalization on the expressive-to-receptive probes and only three children demonstrated successful cross-modal generalization on the receptive-to-expressive probes. Large variability was observed with regard to number of intervention sessions needed to reach mastery criterion and there were individual patterns of word learning. Conclusion Contrary to the assumption that vocabulary learning will be “automatically” generalized across modalities, results from this study indicate that cross-modal generalization at the word level is not automatic nor consistent in children with autism spectrum disorder, particularly in the receptive-to-expressive direction. Implications The finding that more children demonstrated expressive-to-receptive generalization than the opposite direction suggests that targeting expressive vocabulary first with the goal of incidentally increasing receptive vocabulary may be more efficient than starting with the receptive modality. Additionally, the finding that not all children demonstrated successful expressive-to-receptive cross-modal generalization indicates that teaching vocabulary in the expressive modality exclusively does not guarantee receptive understanding in this population. We recommend that practitioners periodically monitor children’s vocabulary learning in both modalities or set an explicit generalization goal to ensure complete learning of trained words.
机译：背景和目标词学习是对具有自闭症谱系障碍的儿童构成特殊挑战的领域。对这群人口的独特挑战是跨越新学习背景的学习技能的概括。在临床环境中，患有自闭症谱系障碍的儿童教学中的共同假设是，在一种模态中学习将倾向于未经处理的方式概括，但很少有研究评估了这种假设的有效性。本研究的目的是调查自闭症谱系障碍儿童的接受和表达词的获取和跨拟模型。方法采用单一案例并行处理设计来比较自闭症谱系障碍儿童的学习和跨型泛型。在合并的故事书中教授患有自闭症谱系障碍的十名患儿，并在合并的故事书中作出不熟悉的词汇单词。对于每个孩子，一半的目标词表现上训练，另一半通过随机分配接受训练。不提供直接跨模型指令。完成了一系列探针课程，以评估参与者内部学习内部学习和跨跨模式概括。结果所有儿童在接受和表达条件下学习目标词汇，在每次干预结束时三项试验的平均准确性平均为80％。总的来说，表现力 - 接待方向的跨型泛型比接受到表达方向更高。十分之一的孩子们证明了对表现力的探针的成功跨莫代尔泛化，只有三个孩子在接受到致力的探针上表现出成功的跨模型泛化。关于达到掌握标准所需的干预课程数目的次数，并且有各种各样的词学习模式，观察到了大的变异性。结论违背了词汇学习将“自动”在方式上的方式“自动”，这项研究的结果表明，在自闭症谱系障碍的儿童中，单词水平的跨跨模式概括并不是自动，特别是在接受到的儿童中表达方向。致力于发现更多的儿童表现出比相反方向的表现力的泛化的发现表明，靶向表达词汇表首先具有偶然增加的接受词汇的目的可能比从接受方式开始更有效。此外，并非所有孩子都表现出成功的表现力 - 接受的跨莫代尔泛化，表明表现性的方式的教学词汇专门不保证在这一人口中的接受理解。我们建议从业者定期监测各种方式的儿童词汇学习，或者设定明确的概括目标，以确保培养的单词的完全学习。

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