| dc.description.abstract | Intraverbale ferdigheter er viktige for å kunne delta i samfunnet. Typiske barn etablerer disse ferdigheter gjennom samspill med omgivelse, mens for barn med autismespekterforstyrrelser (ASF) er det ofte utfordrende å lære disse ferdigheter. I denne studien er det benyttet et multiple probe design for å vurdere om intraverbaler og reverserte intraverbaler kunne bli etablert etter lyttertrening innen tre ulike kategorier hos ei jente med ASF og utviklingshemming. Deltaker gjennomførte lyttertrening I for ett medlem om gangen, hvor det ble tatt intraverbale probes etter hvert mestret medlem innen lyttertrening og reverserte intraverbale probes etter hver mestret kategori. Ved ingen mestring i probe etter to ganger lyttertrening, ble tacttrening for det aktuelle medlemmet brukt. Resultatene viser at deltaker i kategori 1 hadde behov for tacttrening i tillegg til lyttertrening I, mens i kategori 2 og kategori 3 (unntatt for ett medlem) var det nok med bare lyttertrening. Det forekom likevel ingen generalisering innen kategoriene. I lyttertrening II skulle deltaker peke ut alle seks medlemmer fra en kategori ut i fra en samling med alle medlemmer. Etter lyttertrening II responderte deltaker med flere medlemmer i probe for alle kategorier. I en ekstra probe med visuell støtte svarte deltaker i tillegg nye medlemmer. Det ble aldri etablert reverserte intraverbaler. Lyttertrening virker å ha ført til en positiv endring i deltakers atferd, særlig lyttertrening II med visuell støtte i probe.
Intraverbal skills are important to be able to participate in society. Typical children establish these skills through interaction with their environment, while for children with autism spectrum disorders (ASD) it is often challenging to learn these skills. In this study, a multiple probe design was used to assess whether intraverbals and reversed intraverbals could be established after listening training within three different categories in a girl with ASD and developmental disability. Participant carried out listening training I for one member at a time, where intraverbal probes were taken after each time the participant reached the mastery criterion in listening training and reversed intraverbal probes after each mastered category. In the event of no mastery on the probe after two listening training sessions, tact training for the member in question was used. The results show that the participant had a need for tact training in addition to listening training I in category 1, while in category 2 and category 3 (except for one member) listening training alone was enough. However, there was no generalization within the categories. In listening training II, the participant had to point out all six members from a category from a collection with all members. After listening training II, the participant responded with more members for all categories. In an additional probe with visual support, the participant additionally responded to new members. Reversed intraverbals were never established. Listening training seems to have led to a positive change in the behavior of the participant, especially listening training II with visual support in probes. | en_US |
