Abstract
The purpose of the study was to examine the effects of an instructional sequence involving simple tact, category tact, and match-to-sample instructions on the emergence of metaphorical extensions about emotions for children with autism spectrum disorder. Three Chinese children (1 girl, 2 boys, 7–8 years old) with autism spectrum disorder participated. Results indicate that the participants’ intraverbal responses for metaphorical extensions about emotions emerged or increased without direct training after completion of the instructional sequence to which verbal instruction had been added. All three children maintained the metaphorical extensions about emotions for 4 weeks.
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Beijing Social Science Fund Project, 21DTR030.
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The authors confirm contribution to the paper as follows: study conception and design: Lee, Hu, Liu; data collection: Hu, Liu; analysis and interpretation of results: Lee, Hu; draft manuscript preparation: Lee, Hu. All authors reviewed the results and approved the final version of the manuscript.
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Lee, G.T., Hu, X. & Liu, S. Teaching Metaphorical Generation via Tact and Match-to-Sample Instructions: A Brief Report. J Autism Dev Disord 52, 5515–5522 (2022). https://doi.org/10.1007/s10803-021-05391-0
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DOI: https://doi.org/10.1007/s10803-021-05391-0