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KMID : 0894920170170020029
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Journal of the Korean Association for Persons with Autism
2017 Volume.17 No. 2 p.29 ~ p.47
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The Effects of the Multiple Exemplar Instruction on the Naming for Students with Developmental Disability
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Choi Jin-Hyeok
Kim Dae-Yong
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Abstract
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The purpose of the present study was to investigate the effects of the Multiple Exemplar Instruction (MEI) on the emergence of Naming. Three kindergarten students, who were 3-5 year old males and diagnosed with Developmental Disability. A multiple probe design across participants was employed to identify a potential relationship between the independent and dependent variables. The dependent variables of this study was the emergence of Naming. The independent variable of this study was the mastery of the MEI in which listener (matching and pointing) and speaker (tact and intraverbal) responses were taught in a randomized sequence. This study was observed and recorded using the frequency recording method. The interobserver reliability (IOA) was calculated to demonstrate the reliability of the observations and the interobserver reliability was 98.5%. The intervention fidelity of this study was measured by making a total of 8 items. The intervention fidelity was 95%. Social validity was measured using the Intervention Scale Profile (IRP-15), which had a total of 15 items. The social validity score was 72.5. The results depict that the MEI effectively increased the number of correct responses to the Naming probe trials (i.e., the emergence of Naming).
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KEYWORD
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developmental disability, naming, incidental language acquisition, verbal behavior analysis, applied behavior analysis
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