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Alzrayer NM. Comparing the Effect of Echoic and Listener Responding in the Development of Complex Intraverbals. Behav Anal Pract 2024; 17:189-198. [PMID: 38405288 PMCID: PMC10890992 DOI: 10.1007/s40617-023-00822-z] [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: 06/08/2023] [Indexed: 02/27/2024] Open
Abstract
This study aimed to compare the effects of echoic and listener responding in the emergence of complex intraverbal behavior in four children with autism spectrum disorder (ASD). Each participant was taught to provide an echoic response or a listener response for different discriminative stimuli for each condition. We used a nonconcurrent multiple probe design across participants and adapted an alternating treatment design to compare the effects between the two conditions. Pre- and posttests were used to evaluate the effects of the two different prompt types in the emergence of complex intraverbals. The results indicate that the echoic response was more effective than the listener response at increasing the emergence of complex intraverbal responses in three out of four participants.
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Affiliation(s)
- Nouf M. Alzrayer
- Department of Special Education, College of Education, King Saud University, P.O Box: 266, Riyadh, 11567 Saudi Arabia
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2
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Gavidia VL, Bergmann S, Rader KA. The Use of Instructive Feedback to Promote Emergent Tact and Intraverbal Control: A Replication. Anal Verbal Behav 2022; 38:95-120. [PMID: 35811687 PMCID: PMC9255526 DOI: 10.1007/s40616-022-00171-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/15/2022] [Indexed: 12/03/2022] Open
Abstract
Instructive feedback (IF) involves incorporating additional acquisition targets into skill-acquisition programs. A recent study by Frampton and Shillingsburg (2020) found that IF led to emergent verbal operants with two elementary-aged children diagnosed with autism spectrum disorder (ASD). The current study replicated Frampton and Shillingsburg with two children with ASD. Therapists conducted sessions of mastered listener-by-name trials (e.g., "Show me otter," with pictures of otter, dog, and elephant) with IF statements for features of the target stimuli (e.g., "It lives in rivers.") embedded during the consequence portion of the trial. We evaluated the acquisition of secondary targets and emergent responses using a concurrent multiple baseline across sets design. We observed increased correct responding for secondary targets and emergent responses for all three sets of stimuli with one participant. The other participant emitted correct responses for secondary targets and emergent operants with the first set but not with the other two sets of stimuli. Results suggested that IF can lead to emergent verbal operants, but the extent of emergence may be idiosyncratic. Supplementary Information The online version contains supplementary material available at 10.1007/s40616-022-00171-y.
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Affiliation(s)
- Valeria Laddaga Gavidia
- Department of Behavior Analysis, University of North Texas, 1155 Union Circle #310919, Denton, TX 76203 USA
- UNT Kristin Farmer Autism Center, Denton, TX USA
| | - Samantha Bergmann
- Department of Behavior Analysis, University of North Texas, 1155 Union Circle #310919, Denton, TX 76203 USA
| | - Karen A. Rader
- Department of Behavior Analysis, University of North Texas, 1155 Union Circle #310919, Denton, TX 76203 USA
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3
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Pérez-González LA, Huluta E. Emergent Relations between Discriminative Stimuli, Responses, and Consequences in Intraverbals. PSYCHOLOGICAL RECORD 2022. [DOI: 10.1007/s40732-022-00515-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
AbstractWe explored the emergence of relations between stimuli learned as discriminative, responses, and consequences with intraverbals. In Experiment 1, five 9- and 10-year-old children learned intraverbals that related a country (A) with a city (B)—e.g., “Name a city of Switzerland”; “Davos”—and that country with a predator animal (C). Correct responses were followed by saying the name of a feature of the city (T) or saying an animal preyed by the predator (U), respectively. The emergence of BC and CB intraverbals that relate the cities and the predators and that of intraverbals that relate the specific consequences to the cities (T-B and U-B) and to the prey animals (T-C and U-C) was probed with no differential consequences. All five children demonstrated the emergence of BC, CB, U-B, and U-C and four children also demonstrated the emergence of T-B and T-C. In Experiment 2, a simpler procedure that controlled a possible extraneous factor, was used with seven 7- and 8-year old children and they also demonstrated emergence. Thus, the emergence of verbal relations with elements taught as discriminative stimuli, responses, and consequences was demonstrated.
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4
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Jennings AM, Vladescu JC, Miguel CF, Reeve KF, Sidener TM. A systematic review of empirical intraverbal research: 2015–2020. BEHAVIORAL INTERVENTIONS 2021. [DOI: 10.1002/bin.1815] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Adrienne M. Jennings
- Department of Applied Behavior Analysis Caldwell University Caldwell New Jersey USA
| | - Jason C. Vladescu
- Department of Applied Behavior Analysis Caldwell University Caldwell New Jersey USA
| | - Caio F. Miguel
- Department of Psychology California State University Sacramento California USA
| | - Kenneth F. Reeve
- Department of Applied Behavior Analysis Caldwell University Caldwell New Jersey USA
| | - Tina M. Sidener
- Department of Applied Behavior Analysis Caldwell University Caldwell New Jersey USA
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5
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Thakore A, Petursdottir AI. Acquisition and generalization of divergent intraverbal responses in children diagnosed with autism spectrum disorder. BEHAVIORAL INTERVENTIONS 2021. [DOI: 10.1002/bin.1796] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
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6
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Alzrayer NM. The Impact of an Intraverbal Webbing Procedure on the Emergence of Advanced Intraverbal Skills in Children with Autism Spectrum Disorder. Behav Anal Pract 2020; 13:914-923. [PMID: 33269201 DOI: 10.1007/s40617-020-00410-5] [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: 11/26/2022] Open
Abstract
This study investigates the effects of an intraverbal webbing procedure on the development of divergent and convergent intraverbal responses in 3 children with autism spectrum disorder between the ages of 4 and 7 years using a multiple-probe across-participants design. The participants were taught to list several members of a category (e.g., kitchen item, furniture) with a specific feature (e.g., handle, door) and to respond to fill-in-the-blank statements regarding the function, feature, and class of several item. Probes were conducted frequently to assess the emergence of untrained complex intraverbal responses. The results indicate that the intraverbal webbing procedure is effective for the acquisition of trained verbal responses to fill-in-the-blank statements. In addition, the emergence of convergent and divergent multiply controlled intraverbal responses was observed across untrained categories (e.g., school item, clothes).
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Affiliation(s)
- Nouf M Alzrayer
- Department of Special Education, College of Education, King Saud University, PO Box 266, Riyadh, 11567 Saudi Arabia
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7
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Nottingham CL, Vladescu JC, DeBar RM, Deshais M, DeQuinzio J. The influence of instructive feedback presentation schedule: A replication with children with autism spectrum disorder. J Appl Behav Anal 2020; 53:2287-2302. [PMID: 32291750 DOI: 10.1002/jaba.706] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2019] [Revised: 02/10/2020] [Accepted: 02/10/2020] [Indexed: 11/07/2022]
Abstract
Instructive feedback (IF) is a modification to discrete trial instruction that may increase instructional efficiency for individuals with autism spectrum disorder. Several variations of IF have recently been evaluated in the literature; however, few studies have assessed the effectiveness and efficiency of presenting secondary targets on continuous versus intermittent presentation schedules. The current study evaluated the effectiveness and efficiency of various presentation schedules of secondary targets during discrete trial instruction. Specifically, we replicated and extended Griffen et al. (1998) by comparing a condition in which secondary targets were presented during each trial of a session, a condition in which secondary targets were presented every other trial, and a condition in which secondary targets were presented about every 4 trials. Within-subject replications were included for both participants. One of the intermittent presentation schedules was associated with the most optimal outcomes in all 4 comparisons.
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Glodowski KR, Rodriguez NM. The Effects of Scenic Picture Prompts on Variability During the Acquisition of Intraverbal Categorization for Children With Autism. Anal Verbal Behav 2020; 35:134-148. [PMID: 31976227 DOI: 10.1007/s40616-019-00120-2] [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: 11/24/2022] Open
Abstract
Researchers have demonstrated the efficacy of picture prompts on the acquisition of intraverbals (Coon & Miguel in Journal of Applied Behavior Analysis, 45, 657-666, 2012; Goldsmith, LeBlanc, & Sautter in Research in Autism Spectrum Disorders, 1, 1-13, 2007; Ingvarsson & Hollobaugh in Journal of Applied Behavior Analysis, 44, 659-664, 2011; Ingvarsson & Le in The Analysis of Verbal Behavior, 27, 75-93, 2011; Miguel, Petursdottir, & Carr in The Analysis of Verbal Behavior, 21, 27-41, 2005; Partington & Bailey in The Analysis of Verbal Behavior, 11, 9-18, 1993). However, no one (to our knowledge) has determined the effects of picture prompts on the variability of responding during intraverbal categorization. We evaluated the use of a scenic picture prompt on response variability during the acquisition of intraverbal categorization with 4 children diagnosed with autism. All children mastered the task and initially demonstrated varied responding. However, responding eventually became invariant for all children. These results demonstrate the efficacy of a scenic picture prompt for teaching children with autism intraverbal categorization and for producing initial response variability. Additional research should be conducted to determine teaching procedures that promote continued varied responding for individuals with autism.
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Affiliation(s)
- Kathryn R Glodowski
- 1University of Nebraska Medical Center's Munroe-Meyer Institute, Omaha, NE USA.,Psychology Program, Pennsylvania State-Harrisburg, Middletown, PA 17057 USA
| | - Nicole M Rodriguez
- 1University of Nebraska Medical Center's Munroe-Meyer Institute, Omaha, NE USA
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Dressel A, Nicholson K, Albert KM, Ryan VM. The Effect of a Mediation-Blocking Task on the Acquisition of Instructive Feedback Targets. Anal Verbal Behav 2019; 35:113-133. [PMID: 31976226 PMCID: PMC6877682 DOI: 10.1007/s40616-019-00119-9] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022] Open
Abstract
The inclusion of instructive feedback in discrete-trial training has been shown to increase the efficiency of learning. However, the behavioral mechanism underlying the effectiveness of this procedure has not yet been determined. Researchers have suggested that learners covertly self-echo the feedback, which mediates later responding. The present study sought to understand the role of self-echoics in the acquisition of untaught targets. Participants were directly taught to tact pictures, then given instructive feedback after the praise statement. The 3 experimental conditions were (a) a typical instructive feedback procedure; (b) a vocal mediation-blocking procedure, in which the participants were asked to engage in a competing vocal response immediately after the instructive feedback; and (c) a motor-distraction procedure, in which the participants were asked to engage in a motor response immediately after the instructive feedback. The inclusion of the vocal mediation-blocking task had little effect on the participants' ability to learn the instructive feedback targets for all 3 participants.
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Affiliation(s)
- Amelia Dressel
- School of Behavior Analysis, Florida Institute of Technology and the Scott Center for Autism Treatment, Melbourne, Florida 32901 USA
| | - Katie Nicholson
- School of Behavior Analysis, Florida Institute of Technology and the Scott Center for Autism Treatment, Melbourne, Florida 32901 USA
| | - Kristin M. Albert
- School of Behavior Analysis, Florida Institute of Technology and the Scott Center for Autism Treatment, Melbourne, Florida 32901 USA
| | - Victoria M. Ryan
- School of Behavior Analysis, Florida Institute of Technology and the Scott Center for Autism Treatment, Melbourne, Florida 32901 USA
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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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11
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Peterson SP, Rodriguez NM, Pawich TL. Effects of modeling rote versus varied responses on response variability and skill acquisition during discrete-trial instruction. J Appl Behav Anal 2018; 52:370-385. [PMID: 30525190 DOI: 10.1002/jaba.528] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2016] [Accepted: 03/03/2018] [Indexed: 11/06/2022]
Abstract
Despite its advantages, discrete-trial instruction (DTI) has been criticized for producing rote responding. Although there is little research supporting this claim, if true, this may be problematic given the propensity of children with autism to engage in restricted and repetitive behavior. One feature that is common in DTI that may contribute to rote responding is the prompting and reinforcement of one correct response per discriminative stimulus. To evaluate the potential negative effects of rote prompts on varied responding, we compared the effects of modeling rote versus varied target responses during the teaching of intraverbal categorization. We also evaluated the effects of these procedures on the efficiency of acquisition of any one correct response. For all four children, any increase in varied responding was fleeting, and for two participants, acquisition was slower in the variable-modeling condition.
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Affiliation(s)
| | | | - Tamara L Pawich
- Florida Institute of Technology and The Scott Center for Autism Treatment
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12
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Dass TK, Kisamore AN, Vladescu JC, Reeve KF, Reeve SA, Taylor-Santa C. Teaching children with autism spectrum disorder to tact olfactory stimuli. J Appl Behav Anal 2018; 51:538-552. [PMID: 29808475 DOI: 10.1002/jaba.470] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2016] [Accepted: 04/10/2017] [Indexed: 11/06/2022]
Abstract
Research on tact acquisition by children with autism spectrum disorder (ASD) has often focused on teaching participants to tact visual stimuli. It is important to evaluate procedures for teaching tacts of nonvisual stimuli (e.g., olfactory, tactile). The purpose of the current study was to extend the literature on secondary target instruction and tact training by evaluating the effects of a discrete-trial instruction procedure involving (a) echoic prompts, a constant prompt delay, and error correction for primary targets; (b) inclusion of secondary target stimuli in the consequent portion of learning trials; and (c) multiple exemplar training on the acquisition of item tacts of olfactory stimuli, emergence of category tacts of olfactory stimuli, generalization of category tacts, and emergence of category matching, with three children diagnosed with ASD. Results showed that all participants learned the item and category tacts following teaching, participants demonstrated generalization across category tacts, and category matching emerged for all participants.
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Lee GT, Feng H, Xu S, Jin SJ. Increasing "Object-Substitution" Symbolic Play in Young Children With Autism Spectrum Disorders. Behav Modif 2017; 43:82-114. [PMID: 29090595 DOI: 10.1177/0145445517739276] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Children with autism spectrum disorders (ASD) may not develop symbolic play skills, so such skills need to be taught specifically. We report an experiment regarding a procedure targeting "object-substitution" symbolic play skills. The "object-substitution" symbolic play behavior occurred when the child labeled a common object with the name of a substitute and used the object to perform a play action (e.g., As she put a bowl on her head, she called it a hat). A multiple probe across behaviors design was employed with five children (four boys and one girl, aged 3 to 6 years) with ASD. All children had verbal communication and demonstrated functional play and generalized imitation, but no symbolic play skills prior to the study. The instruction consisted of intraverbal training, picture prompts, and modeling of play actions. All children demonstrated object-substitution symbolic play skills after the instruction. The occurrences of response generalization were also discussed.
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Affiliation(s)
| | - Hua Feng
- 2 National Changhua University of Education, Taiwan
| | - Sheng Xu
- 1 Chongqing Normal University, China
| | - Shao-Ju Jin
- 3 Sichuan University of Arts and Science, China
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14
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Lee GT, Chou WC, Feng H. Using intraverbal prompts to increase divergent intraverbal responses by a child with autism. BEHAVIORAL INTERVENTIONS 2017. [DOI: 10.1002/bin.1496] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Gabrielle T. Lee
- Department of Special Education; Chongqing Normal University; Chongqing China
| | - Wan-Chi Chou
- Graduate Institute of Rehabilitation and Counseling; National Changhua University of Education; Changhua Taiwan
| | - Hua Feng
- Graduate Institute of Rehabilitation and Counseling; National Changhua University of Education; Changhua Taiwan
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15
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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: 23] [Impact Index Per Article: 3.3] [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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Intraverbal Training for Individuals with Autism: The Current Status of Multiple Control. Anal Verbal Behav 2017; 33:98-116. [PMID: 30854289 DOI: 10.1007/s40616-017-0079-5] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022] Open
Abstract
Teaching complex intraverbal responding to children with autism spectrum disorder (ASD) can be challenging and often requires careful programming. Divergent and convergent multiple control are particularly important elements to incorporate into intraverbal training programs, as well as procedures to ensure responding is under control of both discriminative and conditional vocal verbal stimuli. The current study systematically reviewed research articles on intraverbal training methods for individuals with ASD published and available from 2005 to 2016. The purpose of the review was to assess the extent to which divergent and convergent control was incorporated into training and to determine whether systematic instruction ensured correct verbal conditional discriminations. Thirty-six studies met inclusion criteria and were included in this reviewed. A total of 5 studies taught intraverbal responding under divergent control and 21 taught responding under convergent control. Two studies sufficiently described procedures to ensure accurate verbal conditional discriminations across trials. The results highlight the need for additional research on systematic teaching procedures for complex intraverbal repertoires.
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Leaf JB, Cihon JH, Alcalay A, Mitchell E, Townley-Cochran D, Miller K, Leaf R, Taubman M, McEachin J. Instructive feedback embedded within group instruction for children diagnosed with autism spectrum disorder. J Appl Behav Anal 2017; 50:304-316. [PMID: 28211940 DOI: 10.1002/jaba.375] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2015] [Accepted: 06/30/2016] [Indexed: 11/05/2022]
Abstract
The present study evaluated the effects of instructive feedback embedded within a group discrete trial teaching to teach tact relations to nine children diagnosed with autism spectrum disorder using a nonconcurrent multiple-baseline design. Dependent variables included correct responses for: primary targets (directly taught), secondary targets (taught via instructive feedback), primary observational targets (directly taught to other members of the group), and secondary observational targets (taught via instructive feedback provided to other members of the group). Results showed that all nine participants reached the mastery criterion for the primary targets, as well as acquired the secondary and observational targets without direct teaching. Clinical implications and areas for future research are provided.
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Tullis CA, Frampton SE, Delfs CH, Shillingsburg MA. Teaching Problem Explanations Using Instructive Feedback. Anal Verbal Behav 2016; 33:64-79. [PMID: 30854287 DOI: 10.1007/s40616-016-0075-1] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022] Open
Abstract
Instructive feedback (IF) is a procedure in which extra information is presented to a participant during the consequence portion of instruction for other skills. Previous research has demonstrated that participants with intellectual disabilities may acquire a portion of non-targeted skills (secondary targets) without explicit instruction when extra information is presented. Previous research has demonstrated that IF has resulted in more efficient instruction for participants with disabilities as a whole. However, few studies have focused on participants with autism spectrum disorders (ASDs). Additionally, the measures of secondary target acquisition in past research have focused solely on discrete responses (e.g., one-word utterances). The current investigation extended the IF literature related to participants with ASD by including longer verbal responses as secondary targets and assessing maintenance for both primary and secondary targets. Across three participants, IF resulted in the acquisition of at least a portion of secondary targets without explicit teaching. For two participants, additional instruction was required before IF resulted in acquisition of secondary targets. Across all three participants, gains observed for both primary and secondary targets in intervention were maintained.
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Affiliation(s)
- Christopher A Tullis
- 1Department of Educational Psychology, Special Education, and Communication Disorders, Georgia State University, PO Box 3965, Atlanta, GA USA
| | | | - Caitlin H Delfs
- 2The Marcus Autism Center, Atlanta, GA USA.,3Emory University School of Medicine, Atlanta, GA USA
| | - M Alice Shillingsburg
- 2The Marcus Autism Center, Atlanta, GA USA.,3Emory University School of Medicine, Atlanta, GA USA
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Aguirre AA, Valentino AL, LeBlanc LA. Empirical Investigations of the Intraverbal: 2005-2015. Anal Verbal Behav 2016; 32:139-153. [PMID: 30800622 PMCID: PMC6381344 DOI: 10.1007/s40616-016-0064-4] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022] Open
Abstract
Several papers have reviewed the literature based on Skinner's conceptual framework presented in his 1957 book, Verbal Behavior. These reviews have called for more research on the topic of verbal behavior generally and often for more research on particular verbal operants. For example, Sautter and LeBlanc (2006) urged the behavior-analytic community to conduct more research on the intraverbal because of the scant existing literature base at that time. In the current review, we replicate the procedures used by Sautter and LeBlanc focusing specifically on the intraverbal relation and on the literature published in the 10 years since their call for research. We summarize the publication themes, provide graphs of the trends and types of published articles, and offer ideas for future research specific to the intraverbal.
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Affiliation(s)
- Angelica A. Aguirre
- Trumpet Behavioral Health, 390 Union Blvd, Suite 300, Lakewood, CO 80228 USA
| | - Amber L. Valentino
- Trumpet Behavioral Health, 390 Union Blvd, Suite 300, Lakewood, CO 80228 USA
| | - Linda A. LeBlanc
- Trumpet Behavioral Health, 390 Union Blvd, Suite 300, Lakewood, CO 80228 USA
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