This study examined the effects of intraverbal instruction with a fluency training component on the acquisition of divergent intraverbal responding and generalization to function, feature, and class (FFC) questions with two children (6 and 8 years old) diagnosed with autism spectrum disorder. The instructional targets were chosen based on a conceptual analysis of prerequisite relations that were likely to be sufficient for intraverbal emergence to occur. It was expected that with these prerequisites in place, direct teaching of a subset of divergent intraverbal responses might generalize across FFC questions. In baseline, participants emitted three or fewer intraverbal responses to most questions. Instruction with tact prompts and transfer-of-control trials initially produced only small increases in intraverbal responding, whereas the addition of fluency training quickly produced criterion-level performance. Further, both participants demonstrated generalization to untrained FFC questions. Pre- and post-tests revealed concomitant increases in responses to reverse intraverbal FFC questions and FFC questions presented in an intraverbal webbing format.

中文翻译：

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被诊断患有自闭症谱系障碍的儿童不同语言反应的获得和概括

本研究检查了带有流利训练成分的语言教学对两名被诊断患有自闭症谱系障碍的儿童（6 岁和 8 岁）的不同语言反应和对功能、特征和类别 (FFC) 问题的概括的影响。教学目标的选择基于对可能足以使语言出现的先决条件关系的概念分析。预计在具备这些先决条件的情况下，直接教授一组不同的语言内反应可能会推广到 FFC 问题。在基线中，参与者对大多数问题发出了三个或更少的口头回答。带有机智提示和控制转移试验的教学最初只产生了语言内反应的小幅增加，而流利度训练的加入迅速产生了标准水平的表现。此外，两位参与者都展示了对未经训练的 FFC 问题的概括。前后测试显示，对反向语言 FFC 问题和以语言网络形式呈现的 FFC 问题的响应同时增加。