Using arbitrary stimuli to teach say-do correspondence

Abstract

Research has looked into various methods of training say-do correspondence, which is typically defined as an individual doing what was said, or doing something and then accurately reporting it. Previous studies have suggested that using arbitrary stimuli and say-do training may help to facilitate the process. The current study extended upon the previous research, by using match-to-sample (MTS) training to create stimuli classes using arbitrarily assigned shapes. These stimuli were then used in correspondence training, along with corrective feedback, modeling, and multiple exemplars to teach correspondence and non-correspondence to children diagnosed with autism. Two participants were unable to form stimuli classes with the MTS training. Of the three that did form classes, only one successfully learned to show correspondence and non-correspondence in the presence of the correct stimuli. Results of this study suggest that more research on verbal correspondence and more intensive training for children with autism may be needed.