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Mattson SL, Higbee TS, Campbell VE, Lindgren NA, Osos JA, Nichols B. Using generic picture cues to promote verbal initiations during play. J Appl Behav Anal 2023; 56:816-830. [PMID: 37646600 DOI: 10.1002/jaba.1014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2022] [Accepted: 06/29/2023] [Indexed: 09/01/2023]
Abstract
Children with autism spectrum disorder often demonstrate difficulty communicating with others, and this may affect the extent to which they can engage in contextually appropriate language during play. This study examined the effects of a social script-training intervention using generic picture cues on the number of contextually appropriate play statements for children with autism spectrum disorder. We also examined the extent to which responding generalized to novel toy sets and analyzed play statement types. A nonconcurrent multiple-baseline-across-participants design with embedded reversal components was used to evaluate the effects of the generic picture-cue intervention on contextually appropriate play statements. Three participants demonstrated a higher number of contextually appropriate play statements in the training condition as compared with the baseline and no-cue conditions. Further, two out of three participants continued to emit a similar number of contextually appropriate play statements when we introduced novel toy sets.
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Affiliation(s)
- Stephanie L Mattson
- Department of Special Education and Rehabilitation Counseling, Utah State University, Logan, UT, USA
| | - Thomas S Higbee
- Department of Special Education and Rehabilitation Counseling, Utah State University, Logan, UT, USA
| | - Vincent E Campbell
- Department of Special Education and Rehabilitation Counseling, Utah State University, Logan, UT, USA
| | - Nicholas A Lindgren
- Department of Special Education and Rehabilitation Counseling, Utah State University, Logan, UT, USA
| | - Jessica A Osos
- Department of Special Education and Rehabilitation Counseling, Utah State University, Logan, UT, USA
| | - Beverly Nichols
- Department of Special Education and Rehabilitation Counseling, Utah State University, Logan, UT, USA
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2
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Galizio A, Odum AL. Reinforced behavioral variability in the valproate rat model of autism spectrum disorder. J Exp Anal Behav 2022; 117:576-596. [PMID: 35467762 DOI: 10.1002/jeab.760] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/16/2021] [Revised: 02/28/2022] [Accepted: 03/29/2022] [Indexed: 11/05/2022]
Abstract
Individuals diagnosed with autism spectrum disorder (ASD) tend to display restricted, repetitive behaviors and deficits in social interaction. Rats exposed to valproate (VPA) in utero have been shown to model symptoms of ASD. In previous research, VPA rats engaged in less social interaction and more repetitive responding than controls. The purpose of the present study was to further investigate behavioral variability in the VPA rat model of ASD by testing VPA and control rats in a reinforced-behavioral-variability operant task. In this procedure, rats emitted sequences of lever presses, some of which produced food. During baseline, food was delivered probabilistically, and variability was not required. Next, rats were exposed either to a variability contingency, in which food was only delivered following sequences that differed sufficiently from previous sequences (i.e., variability required), or to a yoked contingency, in which variability was not required. We hypothesized that VPA rats would behave less variably than controls in this task. However, VPA and control rats responded similarly variably when variability was required. Furthermore, VPA rats behaved slightly more variably than controls during baseline and yoked conditions, when variability was not required. These findings contribute to the complex literature surrounding the VPA rat model of ASD.
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Affiliation(s)
- Ann Galizio
- Utah State University, Department of Psychology
| | - Amy L Odum
- Utah State University, Department of Psychology
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3
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A Systematic Review of Intervention Intensity in Pivotal Response Training and Scripting Research. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2021. [DOI: 10.1007/s40489-021-00296-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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4
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Silbaugh BC. Some Dimensions of Mand Variability and Implications for Research and Practice. Anal Verbal Behav 2021; 37:123-145. [PMID: 34395169 PMCID: PMC8295427 DOI: 10.1007/s40616-021-00144-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/28/2021] [Indexed: 10/21/2022] Open
Abstract
Since Skinner's conceptualization of the mand, applied behavior analysis researchers have used the concept to develop stimulus control transfer procedures effective for addressing manding deficits. More recently, researchers have explored the clinical utility of reinforcing mand variability during mand training and functional communication training. However, limitations in the conceptual analysis of mand variability may have limited the kinds of questions addressed in this research and our understanding of the findings. The current article reconceptualizes mand variability as consisting of eight distinct dimensions and provides operational definitions of the dimensions that may be useful for more precisely characterizing the effects of reinforcement on mand variability in future research. The article concludes with a brief discussion of potential clinical and research implications.
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5
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Script Fading Procedure: a Systematic Review and Meta-analysis. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2021. [DOI: 10.1007/s40489-021-00258-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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6
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Wiskow KM, Torrecillas J, Rocha H, DaSilva A. Evaluation of Lag Schedules and Rules on Persistent Response Variability With Preschoolers in a Group. Anal Verbal Behav 2020; 36:251-272. [PMID: 33381383 PMCID: PMC7736426 DOI: 10.1007/s40616-020-00136-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022] Open
Abstract
In the present study, experimenters evaluated the influence of lag schedules of reinforcement in combination with accurate and inaccurate (complete and incomplete) rules on the response variability of naming category items for typically developing preschoolers in a group format. Results showed that when lag schedules were introduced with 2 categories, response variability generalized to the third category. Furthermore, after participants experienced the lag schedule, variability persisted when the contingency no longer required variability. Participants continued to vary their responses unless the rule and contingency required them to repeat responses. We discuss potential clinical applications of using lag schedules in a group format and including rules during teaching, as well as directions for future research in this area.
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Affiliation(s)
- Katie M. Wiskow
- Department of Psychology and Child Development, College of Science, One University Circle, California State University, Stanislaus, Turlock, CA 95382 USA
| | - Jasmine Torrecillas
- Department of Psychology and Child Development, College of Science, One University Circle, California State University, Stanislaus, Turlock, CA 95382 USA
- Present Address: Fresno Unified School District, Fresno, CA USA
| | - Haide Rocha
- California State University, Stanislaus, CA USA
- Present Address: Kadiant, Modesto, CA USA
| | - Allison DaSilva
- California State University, Stanislaus, CA USA
- Present Address: Kadiant, Modesto, CA USA
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7
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Galizio A, Friedel JE, Odum AL. An investigation of resurgence of reinforced behavioral variability in humans. J Exp Anal Behav 2020; 114:381-393. [PMID: 33179789 PMCID: PMC7967018 DOI: 10.1002/jeab.637] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/13/2020] [Revised: 10/18/2020] [Accepted: 10/19/2020] [Indexed: 11/09/2022]
Abstract
The present study examined resurgence of reinforced variability in college students, who completed a 3-phase computer-based variability task. In the first phase, baseline, points were delivered for drawing rectangles that sufficiently differed from previous rectangles in terms of a target dimension (size or location, counterbalanced) but were sufficiently similar in terms of the alternative dimension. In the second phase, alternative, points were only delivered for rectangles that were sufficiently different in terms of the alternative dimension, but repetitive in terms of the target dimension. In the third phase, extinction, no points were delivered. In baseline, participants made rectangles that were highly varied in terms of the target dimension and less varied in terms of the alternative dimension, and vice versa in the alternative phase. During extinction, levels of variability increased for the target dimension, providing evidence for resurgence of reinforced variability of a specific dimension of behavior. However, levels of variability also remained high for the alternative dimension, indicating that extinction-induced response variability may also have impacted the results. Although future research is needed to explore other explanations, the results of this study replicate prior research with pigeons and provide some support for the notion of variability as an operant.
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8
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Shillingsburg MA, Frampton SE, Schenk YA, Bartlett BL, Thompson TM, Hansen B. Evaluation of a Treatment Package to Increase Mean Length of Utterances for Children with Autism. Behav Anal Pract 2020; 13:659-673. [PMID: 32953394 DOI: 10.1007/s40617-020-00417-y] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022] Open
Abstract
Skinner's (1957) classification of mand responses has spawned decades of research related to teaching individuals with developmental disabilities. However, few studies have evaluated how to teach individuals with autism to progress from simple to more complex mands for desired items and activities. The present study used a treatment package consisting of errorless teaching, differential reinforcement, and systematic decision rules to increase the number of words per mand utterance used by 6 children with autism. Daily probes were conducted in the absence of prompting and differential reinforcement throughout every stage of the treatment. Results showed that all children showed significant developmental gains in the mean length of utterances. Increased rates of manding, increased emission of mand frames, and decreased instances of indicating responses (i.e., pointing, reaching) in the absence of mands were also observed. Implications regarding the feasibility of intensive mand training in practice are discussed.
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Affiliation(s)
| | | | | | | | - Taylor M Thompson
- Village Autism Center, 41 Pacella Park Drive, Randolph, MA 02368 USA
| | - Bethany Hansen
- University of Nebraska Medical Center Munroe-Meyer Institute, Omaha, NE USA
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9
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Silbaugh BC, Swinnea S, Falcomata TS. Replication and Extension of the Effects of Lag Schedules on Mand Variability and Challenging Behavior During Functional Communication Training. Anal Verbal Behav 2020; 36:49-73. [PMID: 32699738 PMCID: PMC7343690 DOI: 10.1007/s40616-020-00126-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022] Open
Abstract
More is known about how to reduce challenging behavior with functional communication training (FCT) than how to mitigate its resurgence during or following a course of treatment. Research suggests reinforcing mand variability during FCT may mitigate the resurgence of challenging behavior, but validated procedures for reinforcing mand variability are limited and poorly understood. Lag schedules can reinforce variability in verbal behavior such as manding in individuals with autism, but studies have been largely limited to nonvocal mand modalities. Therefore, in the current study, we further evaluated the effects of FCT with lag schedules on vocal mand variability and challenging behavior in children with autism. The results suggest lag schedules alone or in combination with response prompt-fading strategies during FCT can increase mand variability and expand mand response classes but may fail to produce clinically significant reductions in challenging behavior.
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Affiliation(s)
- Bryant C. Silbaugh
- Department of Interdisciplinary Learning and Teaching, College of Education and Human Development, University of Texas at San Antonio, One UTSA Circle, San Antonio, TX 78249 USA
| | - Samantha Swinnea
- Department of Special Education, The University of Texas at Austin, San Antonio, TX USA
| | - Terry S. Falcomata
- Department of Special Education, The University of Texas at Austin, San Antonio, TX USA
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10
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A Systematic Synthesis of Lag Schedule Research in Individuals with Autism and Other Populations. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2020. [DOI: 10.1007/s40489-020-00202-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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11
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Galizio A, Higbee TS, Odum AL. Choice for reinforced behavioral variability in children with autism spectrum disorder. J Exp Anal Behav 2020; 113:495-514. [PMID: 32189362 DOI: 10.1002/jeab.591] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2019] [Revised: 02/14/2020] [Accepted: 02/20/2020] [Indexed: 11/07/2022]
Abstract
Although individuals with autism spectrum disorder (ASD) tend to behave repetitively, certain reinforcement contingencies (e.g., lag schedules) can be used to increase behavioral variability. In a lag schedule, reinforcers only follow responses that differ from recent responses. The present study was designed to promote variable play behavior in preschoolers with ASD interacting with playsets and figurines and to assess preference for variability and repetition contingencies. Data have shown a preference for variability in pigeons and college students, but this effect has not been explored in clinical populations. In this experiment, preschoolers with ASD were taught to discriminate between variability and repetition contingencies. Only play behaviors that met a lag schedule were reinforced in the presence of one color, and only repetitive behaviors were reinforced in the presence of another. After differential performance was established, participants experienced a concurrent chains schedule. Participants chose between the colors taught in training and then completed a play session with the selected contingency. One participant selected variability and repetition equally. The other participants showed a slight preference for variability. These results indicate that some individuals with ASD may play repetitively, not because they prefer repetition, but because they require additional teaching to play variably.
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Affiliation(s)
- Ann Galizio
- Department of Psychology, Utah State University, USA
| | - Thomas S Higbee
- Department of Special Education and Rehabilitation, Utah State University, USA
| | - Amy L Odum
- Department of Psychology, Utah State University, USA
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12
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Topuz C, Ulke-Kurkcuoglu B. Increasing Verbal Interaction in Children with Autism Spectrum Disorders Using Audio Script Procedure. J Autism Dev Disord 2019; 49:4847-4861. [PMID: 31463634 DOI: 10.1007/s10803-019-04203-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
This study aimed at investigating the effectiveness of audio script and script-fading procedure in teaching initiation to children with ASD. Three children with ASD and a parent of each child participated in the study. A nonconcurrent multiple baseline design across children was used. The findings showed that the initiation emitted by the children increased during audio script and script-fading procedure. Children also generalized initiation across different conditions and maintained the acquired skills. Finally, the social validity findings showed that the opinions of the parents regarding the procedure were overall positive. Results were discussed in terms of recommendations for practitioners and future research.
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Affiliation(s)
- Cetin Topuz
- Research Institute for Individuals with Disabilities, Anadolu University, 26470, Eskisehir, Turkey
| | - Burcu Ulke-Kurkcuoglu
- Research Institute for Individuals with Disabilities, Anadolu University, 26470, Eskisehir, Turkey.
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13
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A Pilot Evaluation of a Treatment Package to Teach Social Conversation via Video-Chat. J Autism Dev Disord 2019; 49:3316-3327. [DOI: 10.1007/s10803-019-04055-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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14
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Wolfe K, Pound S, McCammon MN, Chezan LC, Drasgow E. A Systematic Review of Interventions to Promote Varied Social-Communication Behavior in Individuals With Autism Spectrum Disorder. Behav Modif 2019; 43:790-818. [PMID: 31347382 DOI: 10.1177/0145445519859803] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Individuals with autism spectrum disorder (ASD) may engage in repetitive social-communication behaviors that can limit their skill acquisition, access to reinforcement, and access to less restrictive settings. Basic and applied research indicates that variability, or the extent to which responses are topographically different from one another, is influenced by antecedent and consequence interventions. Our purpose in this study is to systematically review the literature on interventions to increase variable social-communication behaviors in individuals with ASD. We identified 32 studies through a database search and screened them using the What Works Clearinghouse (WWC) Single-Case Design Standards. Eighteen studies containing 55 cases met WWC Design Standards. We coded the descriptive characteristics and strength of evidence based on visual analysis from each of these 18 studies and calculated effect sizes using Tau-U. Our results indicate that most cases (65%) provide strong evidence of a functional relation between the interventions and varied social-communication behaviors, and the median Tau-U was .82. We discuss the implications of our results for practice and for future research on interventions designed to increase variability with this population.
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Affiliation(s)
- Katie Wolfe
- 1 University of South Carolina, Columbia, SC, USA
| | - Sara Pound
- 1 University of South Carolina, Columbia, SC, USA
| | | | | | - Erik Drasgow
- 1 University of South Carolina, Columbia, SC, USA
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15
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Seaver JP, Bourret JC. Producing mands in concurrent operant environments. J Appl Behav Anal 2019; 53:366-384. [PMID: 31219193 DOI: 10.1002/jaba.592] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2017] [Accepted: 04/02/2019] [Indexed: 11/11/2022]
Abstract
This study examined strategies designed to increase the rate of targeted, low-probability mands in a concurrent operant environment. We examined the effects of schedule manipulations, prompt manipulations, motivating operation manipulations, and combined behavioral process manipulations. Increases in target mands were produced for all 8 participants. Schedule manipulations were effective in producing increased rates of targeted mands for 3 of 8 participants, whereas prompt manipulations were effective for 4 of 8 participants. Motivating operation manipulations were effective in producing increased rates of targeted mands for 2 of 8 participants and combined behavioral process manipulations were effective for the single participant exposed to the combination.
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Affiliation(s)
- Jonathan P Seaver
- Western New England University and the New England Center for Children
| | - Jason C Bourret
- Western New England University and the New England Center for Children
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16
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Silbaugh BC, Falcomata TS. Effects of a Lag Schedule with Progressive Time Delay on Sign Mand Variability in a Boy with Autism. Behav Anal Pract 2019; 12:124-132. [PMID: 30918775 PMCID: PMC6411559 DOI: 10.1007/s40617-018-00273-x] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023] Open
Abstract
For some children with autism, mand training can produce highly repetitive manding unless the environment is arranged in a manner that promotes mand variability. Prior research demonstrated that mand training using a lag schedule and progressive time delay increased variability in vocal manding in children with autism. Whether lag schedules have similar effects on sign mand topographies is unknown. The current study evaluated the effects of mand training with a Lag 1 schedule of reinforcement and progressive time delay (TD) on topographical variability and the development of a sign mand response class hierarchy in a boy with autism. The results suggest independent use of all sign mand topographies occurred, a mand response class hierarchy was developed, and topographically variant sign manding increased under the Lag 1 + TD schedule compared to a Lag 0 schedule of reinforcement. Implications for practitioners, limitations, and directions for future research are discussed.
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Affiliation(s)
- Bryant C. Silbaugh
- Department of Interdisciplinary Learning and Teaching, College of Education and Human Development, University of Texas at San Antonio, One UTSA Circle, San Antonio, TX 78249 USA
| | - Terry S. Falcomata
- Department of Special Education, University of Texas at Austin, Austin, TX USA
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17
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Wiskow KM, Matter AL, Donaldson JM. An evaluation of lag schedules and prompting methods to increase variability of naming category items in children with autism spectrum disorder. Anal Verbal Behav 2018; 34:100-123. [PMID: 31976217 PMCID: PMC6702487 DOI: 10.1007/s40616-018-0102-5] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022] Open
Abstract
A lag schedule of reinforcement is one way to increase response variability; however, previous research has been mixed with regard to the necessary parameters to increase variability. For some individuals, low schedule requirements (e.g., Lag 1) are sufficient to increase variability. For other individuals, higher lag schedules (e.g., Lag 3) or a lag schedule in combination with prompting is needed to increase variability. We evaluated the efficiency of different within-session progressive lag schedules to increase response variability with 2 children with autism. Results showed that increasing the lag criterion across sessions increased variability to levels similar to beginning with a high lag schedule for one participant. When lag schedules did not increase variability for the second participant, we compared a variety of prompting procedures. Results of the prompting evaluation showed that a tact-priming procedure was effective to increase varied responding.
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Affiliation(s)
- Katie M. Wiskow
- Department of Psychology and Child Development, College of Science, California State University, Stanislaus, One University Circle, Turlock, CA 95382 USA
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18
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Silbaugh BC, Falcomata TS, Ferguson RH. Effects of a lag schedule of reinforcement with progressive time delay on topographical mand variability in children with autism. Dev Neurorehabil 2018; 21:166-177. [PMID: 28956673 DOI: 10.1080/17518423.2017.1369190] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
OBJECTIVE Evaluate the effects of a Lag 1 schedule of reinforcement and progressive time delay (TD) on topographical mand variability in children with autism. METHODS Using single-subject design methodology, a multiple baseline across behaviors with embedded reversal design was employed. During Lag 0, reinforcement was delivered contingent on any independent instances of manding. During Lag 1 + TD, prompts were faded and reinforcement was delivered contingent on independent or prompted variant mand topographies. RESULTS Higher levels of topographical mand variability were observed during Lag 1 + TD for both participants. CONCLUSIONS A Lag 1 schedule of reinforcement with progressive TD increased variability across functionally equivalent vocal mand topographies for both participants. This finding extends prior literature by providing a novel model for studying reinforced mand variability in children, and by demonstrating how practitioners could use prompts and differential reinforcement to increase topographical mand variability in children with autism.
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Affiliation(s)
- Bryant C Silbaugh
- a Department of Interdisciplinary Learning and Teaching , The University of Texas at San Antonio , San Antonio , TX , USA
| | - Terry S Falcomata
- b Department of Special Education , The University of Texas at Austin , Austin , TX , USA
| | - Raechal H Ferguson
- b Department of Special Education , The University of Texas at Austin , Austin , TX , USA
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19
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Brodhead MT, Courtney WT, Thaxton JR. Using activity schedules to promote varied application use in children with autism. J Appl Behav Anal 2018; 51:80-86. [DOI: 10.1002/jaba.435] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/10/2016] [Accepted: 01/27/2017] [Indexed: 11/09/2022]
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20
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Petursdottir AI, Devine B. The impact of Verbal Behavior on the scholarly literature from 2005 to 2016. Anal Verbal Behav 2017; 33:212-228. [PMID: 30854298 PMCID: PMC6381327 DOI: 10.1007/s40616-017-0089-3] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022] Open
Abstract
B. F. Skinner's (1957) Verbal Behavior had a limited influence on empirical research in the first few decades following its publication, but an increase in empirical activity has been evident in recent years. The purpose of this article is to update previous analyses that have quantified the influence of Verbal Behavior on the scholarly literature, with an emphasis on its impact on empirical research. Study 1 was a citation analysis that showed an increase in citations to Verbal Behavior from 2005 to 2016 relative to earlier time periods. In particular, there was a large increase in citations from empirical articles. Study 2 identified empirical studies in which a verbal operant was manipulated or measured, regardless of whether or not Verbal Behavior was cited, and demonstrated a large increase in publication rate, with an increasing trend in the publication of both basic and applied experimental analyses throughout the review period. A majority of the studies were concerned with teaching verbal behavior to children with autism spectrum disorder and other developmental disabilities, but a variety of other basic and applied research topics were also represented. The results suggest a clearly increasing impact of Verbal Behavior on the experimental analysis of behavior on the 60th anniversary of the book's publication.
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Affiliation(s)
| | - Bailey Devine
- Department of Psychology, Texas Christian University, Box 298920, Fort Worth, TX 76129 USA
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21
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DeSouza AA, Akers JS, Fisher WW. Empirical Application of Skinner's Verbal Behavior to Interventions for Children with Autism: A Review. Anal Verbal Behav 2017; 33:229-259. [PMID: 30854299 PMCID: PMC6381329 DOI: 10.1007/s40616-017-0093-7] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/07/2023] Open
Abstract
Sundberg and Michael (2011) reviewed the contributions of Skinner's (1957) Verbal Behavior to the treatment of language delays in children with autism spectrum disorder (ASD) and discussed several aspects of interventions, including mand training, intraverbal repertoire development, and the importance of using Skinner's taxonomy of verbal behavior in the clinical context. In this article, we provide an update of Sundberg and Michael's review and expand on some discussion topics. We conducted a systematic review of studies that focused on Skinner's verbal operants in interventions for children with ASD that were published from 2001 to 2017 and discussed the findings in terms of journal source, frequency, and type of verbal operant studied.
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Affiliation(s)
| | - Jessica S. Akers
- Department of Educational Psychology, Baylor University, Waco, TX USA
| | - Wayne W. Fisher
- Center for Autism Spectrum Disorders, Munroe-Meyer Institute, University of Nebraska Medical Center, 985450 Nebraska Medical Center, Omaha, NE 68198 USA
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22
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Sellers TP, Kelley K, Higbee TS, Wolfe K. Effects of Simultaneous Script Training on Use of Varied Mand Frames by Preschoolers with Autism. Anal Verbal Behav 2016; 32:15-26. [PMID: 27606217 DOI: 10.1007/s40616-015-0049-8] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022] Open
Abstract
Young children with autism may fail to mand using a range of frames (e.g., "I want," "May I have," "Please give me"). We examined the effects of simultaneous script training and script fading on acquisition and maintenance of varied mand frames with six preschool children with autism. For participants who did not demonstrate increased mand variability under fixed-ratio (FR) 1 conditions, we assessed the effects of post script-training extinction on response variability. Following training of up to four different mand frames, three of six participants emitted more varied mands under FR1 conditions relative to baseline. Posttraining extinction resulted in increased mand variability for two of the three remaining participants. Results are discussed in terms of considerations for both establishing and ensuring the persistence of varied verbal behavior among children with autism.
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Affiliation(s)
- Tyra P Sellers
- Department of Special Education and Rehabilitation, Utah State University, 2865 Old Main Hill, Logan, UT 84322 USA
| | - Kristen Kelley
- Department of Special Education and Rehabilitation, Utah State University, 2865 Old Main Hill, Logan, UT 84322 USA
| | - Thomas S Higbee
- Department of Special Education and Rehabilitation, Utah State University, 2865 Old Main Hill, Logan, UT 84322 USA
| | - Katie Wolfe
- Department of Special Education and Rehabilitation, Utah State University, 2865 Old Main Hill, Logan, UT 84322 USA
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