Efecto del entrenamiento de Naming en el decremento de conductas discruptivas de adultos con Autismo.
Valencia Granados, Claudia Liliana | 2019
Some of the interventions in people with autism spectrum disorder (ASD) focus on language and cognition. Through interventions based on the theory of relational framework (RFT), it is possible to generate impact on generalized operants of people with autism, such is the case of disruptive behaviors. This study aims to analyze the effect of training in “naming”, which is a relational framework of coordination, in disruptive behaviors in adults with autism spectrum disorder without such a repertoire. A sample of 3 adults with ASD is used with whom a single case design with simple reversal and a pre-training procedure, naming training without delay, naming training with delay and post-training is performed. The results obtained in the present study show that the disruptive behavioral repertoires issued by people with autism spectrum disorder are due to limited repertoires at the communicative level, hence, to the extent that training is used that allows the acquisition or strengthening of these repertoires, disruptive behaviors decrease.