Establishing derived coordinated symmetrical and transitive gustatory-visual-auditory relations in children with autism and related intellectual disabilities using the PEAK-E curriculum

Multisensory Connections of Novel Linguistic Stimuli in Japanese as a Native Language and Referential Tastes

“…The current findings uniquely show the memory performances of linguistic forms on a single day of learning of linguistic and gustatory stimuli for healthy subjects, while previous studies show the memory performances of linguistic forms on a single day learning or multiple days learning of linguistic and visual, auditory, or haptic stimuli for healthy subjects [ 3 , 4 , 5 , 6 , 7 , 8 , 9 , 10 , 11 , 12 , 13 , 14 , 15 , 16 , 17 , 18 ]. Other research has also reported the learning effects of linguistic and gustatory features for people with word (lexical)-gustatory synesthesia [ 26 ] or with autism [ 21 , 22 ]. The current and previous results indicate that multisensory connections between linguistic and referentially perceptual stimuli (i.e., visual, auditory, haptic, olfactory, and gustatory) may be learned for both healthy subjects and patients.…”

“…Some studies report that gustatory referents effectively contribute to associative learning among multisensory features for people with autism or developmental disabilities (e.g., [ 19 , 20 , 21 , 22 ]), since the learning of linguistic and gustatory stimuli helps with their word learning. People with autism have language delay or impairment [ 23 , 24 , 25 ].…”

“…People with autism have language delay or impairment [ 23 , 24 , 25 ]. In a behavioral study, after three autistic children studied associative pairs of gustatory and visual features and associative pairs of visual and auditory features, two children could also study derived transitive pairs of gustatory and auditory features [ 21 ]. Another study reports that the Promoting the Emergence of Advanced Knowledge equivalent module, which is a development curriculum, may be effective while teaching adults with autism the relationships between multisensory features (gustatory, visual, and auditory stimuli) to improve their derived relational skills [ 22 ].…”

“…In this study, we could not collect additional samples due to the COVID-19 pandemic. This study may be recognized as the first preliminary and replicated experiment on associative learning of novel linguistic forms and gustatory stimuli for healthy subjects, since previous studies were conducted to study the learning of linguistic and gustatory stimuli for people with autism or developmental disabilities [ 19 , 20 , 21 , 22 ]. We had two predictions.…”

Entrenamiento relacional para niños, niñas y adolescentes con trastornos del espectro autista: revisión breve

“…A pesar de la existencia de protocolos estándar, existe una gran variabilidad en el tipo de entrenamiento relacional que se aplica, siendo la mayoría de las veces un protocolo ajustado a la necesidad del investigador, dependiendo de la habilidad relacional por entrenar. Dos artículos (8 %) utilizan TARPA (Ming et al, 2015;Moran et al, 2014), cuatro (16 %) utilizan algún módulo de PEAK, pero no necesariamente es el mismo en todas las ocasiones (Belisle et al, 2016;Daar, et al, 2015;Dixon et al, 2017;McKeel et al, 2015); uno (4 %) utiliza REP (Corbett et al, 2017); dos (8 %) utilizan RCP (Still et al, 2015;Walsh et al, 2013) y uno (4 %) utiliza el procedimiento de Barnes-Holmes para entrenamiento en toma de perspectiva (BHP) (Jackson et al, 2014).…”