title: Using class-specific compound consequences to teach dictated and printed letter relations to a child with autism.
abstract: The effects of class-specific compound consequences embedded in an identity-matching task to establish arbitrary emergent relations were evaluated. A 3-year-old child with autism was taught identity relations between lowercase letters (Set 1) and uppercase letters (Set 2). A compound stimulus that consisted of an auditory component (dictated letter name) and a visual component (an uppercase letter for Set 1 or lowercase letter for Set 2) followed correct responses. All targeted arbitrary relations emerged (uppercase-lowercase, lowercase-uppercase, dictated name/uppercase, and dictated name/lowercase), suggesting that this procedure may be useful for teaching.
authors.affiliation: Universidade Federal De São Carlos, Brazil Instituto Nacional De Ciência E Tecnologia Sobre Comportamento, Cognição E Ensino.
authors.forename: André A B
authors.initials: AA
authors.lastname: Varella
authors.affiliation: Universidade Federal De São Carlos, Brazil Instituto Nacional De Ciência E Tecnologia Sobre Comportamento, Cognição E Ensino.
authors.forename: Deisy G
authors.initials: DG
authors.lastname: de Souza
mesh_terms: D001321:Autistic Disorder / Q000523:psychology*; D002675:Child, Preschool; D004193:Discrimination Learning / Q000502:physiology*; D006801:Humans; D008297:Male; D010364:Pattern Recognition, Visual / Q000502:physiology*; D011932:Reading
keywords: autism; class-specific consequences; conditional discrimination; equivalence relations