네이밍 유도에 필요한 매칭 교수 시도 수가 발달장애 아동의 네이밍(Naming) 출현에 가지는 의미

Abstract

In the present study, number of matching instruction trials required to induce Naming was analyzed using Naming probe procedure which was reported in existing literature. Then the identified number of matching trials with new sets of stimuli was provided to examine whether Naming responses emerged in children with language delays. A delayed multiple baselines across behaviors with multiple probes design was used and this experimental procedure was repeated with Participant B. The results of this study showed that both of participant showed emergence of Naming capabilities to novel sets of stimuli when the identified number of matching trials were provided. The results of this study suggested that one of main variables for emergence of Naming was number of opportunities in which the participants were exposed to stimuli before they reached to a criterion level during pointing or tact instruction with the stimuli. In future studies, relationship between number of trials to criteria during the listener or speaker instruction and emergence of Naming capability should be examined.