Lo sviluppo di repertori mands e tacts con soggetti gravemente ritardati

Abstract

An investigation to evaluate the effects of training mand procedure on emergence of tact with the same response form was conducted. The procedure was implemented in a multiple baseline design across behaviors (mand and tact) with one generalization session and three maintenance sessions. An autistic child was trained via mand-model to label ten objects and was reinforced with specific consequences. Following mand training, a specific reinforcement procedure was added in the tact context. Some observation sessions were randomly conducted to evaluate the relation between the presence of reinforcers and self-injurious behaviors. The results showed that; 1) arranging functional response-reinforcer relationship produced immediate improvement in the child's learning and resulted in rapid acquisition of criterion level responding; 2) high levels of correct responding produced by mand training were not apparent in the tact condition, that is mand and tact are acquired independently and 3) self-injurious behaviors can be reduced by teaching communicative skills. Data are discussed supporting the view that language treatment programs should be based on functional analysis of the behavior in its environmental context.