Application of multiple exemplar training in the rehabilitation of children with autism

doi:10.11852/zgetbjzz2023-0649

Abstract

Abstract: Generalization, the ability to apply learned knowledge or skills to different materials, individuals, or situations, is a challenge for children with autism. This difficulty in generalization hampers their development of independent living, learning, and working skills. Multiple exemplar training is a widely-used and effective teaching method in the field of autism education. This article provides an explanation of the different types of exemplars used in multiple exemplar training, the steps involved in teaching, and various areas of application. Practical recommendations are also offered based on this information, aiming to support skill learning and generalization research for children with autism in our country.

Key words: multiple exemplar training, autism, generalization, social skill

摘要： 孤独症儿童的泛化能力普遍较弱,难以将学习到的知识或技能运用到其他材料、个体与情境当中,从而阻碍儿童发展独立生活、学习及工作的能力。多重范例训练作为重要的促进泛化的教学方法,在国外孤独症领域运用得愈加广泛和频繁。本文通过梳理相关文献,对多重范例训练的范例类型、教学步骤以及运用领域进行阐述,并在此基础上提出实践建议,以期为我国孤独症儿童技能学习和泛化研究提供参考借鉴。

关键词: 多重范例训练, 孤独症, 泛化, 社交技能

CLC Number:

R749.94

CHEN Lili, GUAN Wenjun. Application of multiple exemplar training in the rehabilitation of children with autism[J]. Chinese Journal of Child Health Care, 2024, 32(5): 516-521.

陈丽丽, 关文军. 多重范例训练在孤独症儿童康复中的运用[J]. 中国儿童保健杂志, 2024, 32(5): 516-521.

References

[1] American Psychiatric Association. Diagnostic and statistical manual of mental disorders 5th ed[M]. Arligton,VA:American Psychiatric Association, 2013:50-59.
[2] Brown S, Bebko J. Generalization, overselectivity, and discrimination in the autism phenotype:A review[J]. Res Autism Spectr Disord, 2012, 6(2):733-740.
[3] Stokes TF, Baer DM. An implicit technology of generalization 1[J]. J Appl Behav Anal, 1977, 10(2):349-367.
[4] Erhard P, Falcomata TS, Oshinski M, et al. The effects of multiple-exemplar training on generalization of social skills with adolescents and young adults with autism:A systematic review[J]. Rev J Autism Dev Disord, 2022.doi:10.1007/s40489-022-00328-4.
[5] 王园春. 多重范例教学对自闭症儿童知名的干预研究[D].长沙:湖南师范大学, 2021.
Wang YC.The intervention research of naming in children with autism through multiple exemplar instrction[M]. Changsha:Hunan Normal University, 2021. (in Chinese)
[6] 户秀美, 胡晓毅, 金宁. 多重范例教学应用于孤独症儿童干预的实证研究综述[J]. 中国特殊教育, 2023, 30(1):45-53.
Hu XM, Hu XY, Jin N. Areview of empirical studies on multiple exemplar training applied to the interventions for children with autism[J]. Chinese J Special Education, 2023, 30(1):45-53. (in Chinese)
[7] 户秀美, 胡晓毅, 金宁. 多重范例教学策略在特殊儿童教学中的有效应用[J]. 现代特殊教育, 2023, 32(1):38-40.
Hu XM, Hu XY, Jin N. Areview of empirical studies on multiple exemplar training applied to the interventions for children with autism[J]. Modern Special Education, 2023, 32(1):38-40. (in Chinese)
[8] Lafrance DL, Tarbox J. The importance of multiple exemplar instruction in the establishment of novel verbal behavior[J]. J Appl Behav Anal, 2020, 53(1):10-24.
[9] Ranick J, Persicke A, Tarbox J, et al. Teaching children with autism to detect and respond to deceptive statements[J]. Res Autism Spectr Disord, 2013, 7(4):503-508.
[10] Fredericks BM, Sng SSY, Parry-Cruwys D, et al. Teaching joint attention:Assessing generalization and maintenance of effects using multiple exemplar training[J]. J Autism Dev Disord, 2023, 53(3):1117-1129.
[11] Levesque-Wolfe MA, Rodriguez NM, Niemeier-Beck JJ. Consideration of both discriminated and generalized responding when teaching children with autism abduction prevention skills[J]. Behav Anal Pract, 2021, 14(2):396-409.
[12] Najdowski AC, Bergstrom R, Tarbox J, et al. Teaching children with autism to respond to disguised mands[J]. J Appl Behav Anal, 2017, 50(4):733-743.
[13] Silbaugh BC, Falcomata TS, Ferguson RH. Effects of a lag schedule of reinforcement with progressive time delay on topographical mand variability in children with autism[J]. Dev Neurorehabil, 2018, 21(3):166-177.
[14] Holth P. Multiple exemplar training:some strengths and limitations[J]. Behav Anal, 2017, 40(1):225-241.
[15] Marzullo-Kerth D, Reeve SA, Reeve KF, et al. Using multiple-exemplar training to teach a generalized repertoire of sharing to children with autism[J]. J Appl Behav Anal, 2011, 44(2):279-294.
[16] Day-Watkins J, Murray R, Connell JE. Teaching helping to adolescents with autism[J]. J Appl Behav Anal, 2014, 47(4):850-855.
[17] Howlin P, Magiati I. Autism spectrum disorder:Outcomes in adulthood[J]. Curr Opin Psychiatry, 2017, 30(2):69-76.
[18] 陈路桦, 于素红. 同伴介入法提高孤独症幼儿社交能力的实证研究综述[J]. 中国特殊教育, 2020, 27(8):29-34,42.
Chen LY, Yu SH, Areview of empirical research on peer-mediated intervention for improving social skills of children with autism spectrum disorders[J]. Chin J Spec Educ, 2020, 27(8):29-34,42.(in Chinese)
[19] Hughes C, Harmer ML, Killian DJ, et al. The effects of multiple-exemplar self-instructional training on high school students′ generalized conversational interactions[J]. J Appl Behav Anal, 1995, 28(2):201-218.
[20] Baker-Ericzén MJ, Fitch MA, Kinnear M, et al. Development of the supported employment, comprehensive cognitive enhancement, and social skills program for adults on the autism spectrum:Results of initial study[J]. Autism, 2018, 22(1):6-19.
[21] Healey ML, Grossman M. Cognitive and affective perspective-taking:Evidence for shared and dissociable anatomical substrates[J]. Front Neurol, 2018, 9:491.
[22] Gould E, Tarbox J, O′hora D, et al. Teaching children with autism a basic component skill of perspective-taking[J]. Behav Intervent, 2011, 26(1):50-66.
[23] Welsh F, Najdowski AC, Strauss D, et al. Teaching a perspective-taking component skill to children with autism in the natural environment[J]. J Appl Behav Anal, 2019, 52(2):439-450.
[24] Baltruschat L, Hasselhorn M, Tarbox J, et al. The effects of multiple exemplar training on a working memory task involving sequential responding in children with autism[J]. Psychol Rec, 2012, 62:549-562.
[25] Spooner F, Kemp-Inman A, Ahlgrim-Delzell L, et al. Generalization of literacy skills through portable technology for students with severe disabilities[J]. Res Pract Persons Severe Disabl, 2015, 40(1):52-70.
[26] Jasmin E, Couture M, Mckinley P, et al. Sensori-motor and daily living skills of preschool children with autism spectrum disorders[J]. J Autism Dev Disord, 2009, 39:231-241.
[27] Bal VH, Kim S-H, Cheong D, et al. Daily living skills in individuals with autism spectrum disorder from 2 to 21 years of age[J]. Autism, 2015, 19(7):774-784.
[28] Pierce KL, Schreibman L. Teaching daily living skills to children with autism in unsupervised settings through pictorial self-management[J]. J Appl Behav Anal, 1994, 27(3):471-481.
[29] Rossi MR, Vladescu JC, Reeve KF, et al. Teaching safety responding to children with autism spectrum disorder[J]. Educ Treat Children, 2017, 40(2):187-208.
[30] Cote DL, Jones VL, Barnett C, et al. Teaching problem solving skills to elementary age students with autism[J]. Educ Train Autism Dev Disabil, 2014:189-199.
[31] Schmick AM, Stanley CR, Dixon MR. Teaching children with autism to identify private events of others in context[J]. Behav Anal Pract, 2018, 11(4):400-405.
[32] Tümer A, Aykaç Koçak A, Uçar E, et al. The relationship between empathic tendencies and altruistic behaviours in adolescents[J]. Child Care Health Dev, 2021, 47(4):465-470.
[33] Schrandt JA, Townsend DB, Poulson CL. Teaching empathy skills to children with autism[J]. J Appl Behav Anal, 2009, 42(1):17-32.
[34] Sivaraman M. Using multiple exemplar training to teach empathy skills to children with autism[J]. Behav Anal Pract, 2017, 10(4):337-346.
[35] Stauch TA, Plavnick JB, Sankar S, et al. Teaching social perception skills to adolescents with autism and intellectual disabilities using video-based group instruction[J]. J Appl Behav Anal, 2018, 51(3):647-666.
[36] Radley KC, Dart EH, Moore JW, et al. Enhancing appropriate and variable responding in young children with autism spectrum disorder[J]. Dev Neurorehabil, 2017, 20(8):538-548.
[37] Radley KC, Moore JW, Dart EH, et al. The effects of lag schedules of reinforcement on social skill accuracy and variability[J]. Focus Autism Other Dev Disabl, 2019, 34(2):67-80.
[38] Walsh E, Holloway J, Lydon H, et al. An exploration of the performance and generalization outcomes of a social skills intervention for adults with autism and intellectual disabilities[J]. Adv Neurodev Disord, 2019, 3(4):372-385.