Teaching basic mathematics relations with conditional discriminations to children with autism spectrum disorder

Abstract

The purposes of this proposal are evaluate the effectiveness of MTS computerized teaching tasks, and develop, apply and evaluate a stimulus equivalence paradigm based curriculum to teach number concept. Studies that used MTS procedure to teach arbitrary conditional discriminations and equivalence relations obtained positive results on subjects with disability. We propose a systematic replication of Rossit (2003), that used MTS tasks to taught monetary system to youths with intellectual disability on a Stimulus Equivalence Paradigm based organized curriculum. In order to teach number concept, the experimental stimuli (numerals from one until nine, and figures of non-representational forms) will be divided in three stimuli groups of increasing values in a multiple baseline design among stimuli groups. We expected to replicate the results by Rossit (2003) with people with ASD. (AU)