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Cengher M, Bowman MD, Shawler LA, Ceribo‐Singh MSM. A systematic review of mands for information. BEHAVIORAL INTERVENTIONS 2022. [DOI: 10.1002/bin.1893] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Mirela Cengher
- Department of Psychology University of Maryland, Baltimore County (UMBC) Baltimore Maryland USA
| | - Matthew D. Bowman
- Department of Psychology University of Maryland, Baltimore County (UMBC) Baltimore Maryland USA
- Kennedy Krieger Institute and Johns Hopkins University School of Medicine Baltimore Maryland USA
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2
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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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3
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Patil P, Sidener TM, Pane H, Reeve SA, Nirgudkar A. Teaching Children With Autism Spectrum Disorder to Mand "Why?". Anal Verbal Behav 2021; 37:1-16. [PMID: 34395163 DOI: 10.1007/s40616-020-00138-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/18/2020] [Indexed: 11/29/2022] Open
Abstract
For most children with autism spectrum disorder (ASD), manding for information is an important skill that must be systematically taught. Although previous studies have evaluated interventions for teaching other mands for information, to date no studies have demonstrated effective procedures for teaching the mand "why?" The purpose of the present study was to teach 3 children with ASD to mand "why?" under relevant establishing operation conditions in 3 distinct scenarios. A trial-unique multiple-exemplar procedure was used to promote generalization and increase the value of information provided across trials. All 3 participants learned to mand "why?" in all 3 scenarios within a mean of 18 sessions (range 14-21 sessions), demonstrated generalization to novel stimuli and settings, and maintained this skill over time. Social validity for the intervention had an overall mean of 5.88 (range 1-7).
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Affiliation(s)
- Priya Patil
- Department of Applied Behavior Analysis, Caldwell University, 120 Bloomfield Ave., Caldwell, NJ 07006 USA
| | - Tina M Sidener
- Department of Applied Behavior Analysis, Caldwell University, 120 Bloomfield Ave., Caldwell, NJ 07006 USA
| | - Heather Pane
- Department of Applied Behavior Analysis, Caldwell University, 120 Bloomfield Ave., Caldwell, NJ 07006 USA
| | - Sharon A Reeve
- Department of Applied Behavior Analysis, Caldwell University, 120 Bloomfield Ave., Caldwell, NJ 07006 USA
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McCammon MN, Wolfe K, Zaluski K. POWER: A Caregiver Implemented Mand Training Intervention. Behav Anal Pract 2021; 15:698-713. [DOI: 10.1007/s40617-021-00620-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/09/2021] [Indexed: 10/20/2022] Open
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Pyles ML, Chastain AN, Miguel CF. Teaching Children with Autism to Mand for Information Using "Why?" as a Function of Denied Access. Anal Verbal Behav 2021; 37:17-34. [PMID: 34395164 PMCID: PMC8295438 DOI: 10.1007/s40616-020-00141-2] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/02/2020] [Indexed: 10/22/2022] Open
Abstract
The current study evaluated a procedure used to teach two children with autism to ask "why" questions maintained by causal information about an event. To increase the value of information as a reinforcer, the experimenter denied access to preferred items and did not provide a reason for the denial. Participants were taught to ask "why" questions and were provided with information that led them to access preferred items. To ensure that "why" questions only occurred when the information was valuable, we included a condition wherein access to preferred items was restricted but causal information was available. Both participants learned to ask "why" questions when causal information was not available and refrained from asking "why" questions when causal information was available.
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Affiliation(s)
- Megan L. Pyles
- Department of Psychology, California State University, Sacramento, 6000 J. Street, Sacramento, CA 95819-6007 USA
| | - Amanda N. Chastain
- Department of Psychology, California State University, Sacramento, 6000 J. Street, Sacramento, CA 95819-6007 USA
| | - Caio F. Miguel
- Department of Psychology, California State University, Sacramento, 6000 J. Street, Sacramento, CA 95819-6007 USA
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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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Ho H, Perry A, Koudys J. A systematic review of behaviour analytic interventions for young children with intellectual disabilities. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2021; 65:11-31. [PMID: 32974933 DOI: 10.1111/jir.12780] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/06/2020] [Revised: 09/04/2020] [Accepted: 09/07/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND According to several comprehensive systematic and narrative reviews, interventions based on applied behaviour analysis principles, or behaviour analytic interventions, are considered evidence based for children with autism spectrum disorder (ASD). However, no comprehensive review of the literature related to behaviour analytic interventions for children with intellectual disability (ID) currently exists. METHODS Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines (registration ID: CRD42018099317), the purpose of this study was to conduct a systematic review of the relevant published literature on the use of behaviour analytic interventions to develop skills in young children (0-8 years) with ID (and without ASD). A preliminary search of the literature identified 1209 potential studies published between January 2000 and April 2020. The review process resulted in 48 articles consisting of 49 studies (i.e. one paper contained two studies) that met the inclusion criteria. Most used single-case research designs. Studies were evaluated on five dimensions of methodological quality based on the Scientific Merit Rating Scale developed by the National Autism Center (NAC). The NAC definitions were also used for the quantity and quality of research evidence required for interventions to be considered established or emerging. RESULTS There were a number of limitations to the quality of the body of research. Nevertheless, various behaviour analytic interventions met criteria for being established interventions when used for targeting communication, adaptive and pre-academic skills in young children with ID. Behaviour analytic interventions targeting academic skills met criteria for emerging interventions. CONCLUSIONS Although the current literature is limited, results indicate that behaviour analytic interventions may be effectively used to support skill development in children with ID.
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Affiliation(s)
- H Ho
- Department of Psychology, York University, Toronto, ON, Canada
| | - A Perry
- Department of Psychology, York University, Toronto, ON, Canada
| | - J Koudys
- Department of Applied Disability Studies, Brock University, St. Catharines, ON, Canada
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Wójcik M, Eikeseth S, Eldevik S, Budzińska A. Teaching children with autism to request items using audio scripts, interrupted chain procedure and sufficient exemplar training. BEHAVIORAL INTERVENTIONS 2020. [DOI: 10.1002/bin.1761] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Marta Wójcik
- Department of Behavioral Science Oslo Metropolitan University Oslo Norway
| | - Svein Eikeseth
- Department of Behavioral Science Oslo Metropolitan University Oslo Norway
| | - Sigmund Eldevik
- Department of Behavioral Science Oslo Metropolitan University Oslo Norway
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Kahlow TA, Sidener TM, Kisamore AN, Reeve KF. Teaching the Mand "When?" to Children With Autism Spectrum Disorder. Anal Verbal Behav 2020; 35:221-234. [PMID: 31976231 DOI: 10.1007/s40616-019-00115-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: 10/26/2022] Open
Abstract
People diagnosed with autism spectrum disorder (ASD) may need specific teaching to learn mands for information. Unfortunately, little research has been published on methods for teaching the mand "When?" to this population. The purpose of the current study was to replicate and extend previous research by teaching 3 children diagnosed with ASD to mand "When?" by teaching multiple topographies of the mand, measuring mand variability, assessing social validity, interspersing a previously acquired mand for information, using multiple-exemplar training, employing a different experimental preparation, and including participants with different skill sets. All participants (a) learned to mand "When?" only during establishing operation trials (not during abolishing operation trials) within 8 teaching trials, (b) generalized manding with novel items and a novel person and setting, (c) maintained a previously learned mand for information, and (d) maintained skills at follow-up. Upon mastery, 2 participants varied mand topography. Respondents rated the intervention as having high social validity.
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Affiliation(s)
- Talia A Kahlow
- Department of Applied Behavior Analysis, Caldwell University, 120 Bloomfield Ave., Caldwell, NJ 07006 USA
| | - Tina M Sidener
- Department of Applied Behavior Analysis, Caldwell University, 120 Bloomfield Ave., Caldwell, NJ 07006 USA
| | - April N Kisamore
- Department of Applied Behavior Analysis, Caldwell University, 120 Bloomfield Ave., Caldwell, NJ 07006 USA
| | - Kenneth F Reeve
- Department of Applied Behavior Analysis, Caldwell University, 120 Bloomfield Ave., Caldwell, NJ 07006 USA
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Cengher M, Fienup DM. Presession attention affects the acquisition of tacts and intraverbals. J Appl Behav Anal 2019; 53:1742-1767. [PMID: 31679170 DOI: 10.1002/jaba.657] [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: 10/18/2016] [Accepted: 08/14/2019] [Indexed: 11/10/2022]
Abstract
This study examined the effects of presession attention on the acquisition of tacts (Experiment 1) and intraverbals (Experiment 2) in children diagnosed with autism. Each participant experienced 3 conditions. In the first 2 conditions, participants experienced a 15-min interval of either presession attention (PA) or no presession attention (NPA) followed by a teaching session. The third condition was a control condition. Across experiments, all participants acquired the verbal operants assigned to the NPA condition, whereas only 4 of the 6 participants acquired the verbal operants assigned to the PA condition. Five of the 6 participants required fewer sessions to meet the mastery criterion and a shorter duration of training for the verbal operants assigned to the NPA condition as compared to the PA condition. These outcomes suggest that antecedent manipulations traditionally reserved for mand training can positively affect the acquisition of other verbal operants. Theoretical implications are discussed.
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Belisle J, Stanley CR, Schmick A, Dixon MR, Alholail A, Galliford ME, Ellenberger L. Establishing arbitrary comparative relations and referential transformations of stimulus function in individuals with autism. J Appl Behav Anal 2019; 53:938-955. [PMID: 31650537 DOI: 10.1002/jaba.655] [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: 07/22/2017] [Accepted: 07/23/2019] [Indexed: 11/07/2022]
Abstract
Relational Frame Theory posits that complex language develops through arbitrarily applicable relational networks, with potential implications for individuals with autism. Responding relationally based on comparison occurs when participants respond to any number of comparative properties, such as "bigger" or "faster." Experiment 1 established two 3-member comparative networks, in which a stimulus A was conditioned as "bigger" or "faster" than a stimulus B, and the stimulus B was conditioned as "bigger" or "faster" than a stimulus C in 2 children with autism. Both participants met the mastery criterion for the trained relations and demonstrated the emergence of the untrained combinatorially entailed A-C and C-A relations. The participants could also match the arbitrary A stimuli with larger or faster objects and the C stimuli with smaller or slower objects. The results were replicated in Experiment 2 with the same participants, where a 5-member relational network was established for the bigger/smaller relation.
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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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Shillingsburg MA, Marya V, Bartlett BL, Thompson TM. Teaching mands for information using speech generating devices: A replication and extension. J Appl Behav Anal 2019; 52:756-771. [PMID: 31157409 DOI: 10.1002/jaba.579] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2017] [Accepted: 03/14/2019] [Indexed: 01/06/2023]
Abstract
Approximately 30% of individuals diagnosed with autism spectrum disorder (ASD) fail to develop vocal communication and, therefore, use some form of augmentative or alternative communication system. The current study replicates and extends previous research on teaching "Who?" and "Which?" mands for information to 3 young children diagnosed with ASD using a speech generating device. Procedures were evaluated using a multiple baseline across participants design. All participants learned to mand for information and, subsequently, used the information to access preferred items.
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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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Landa RK, Hansen B, Alice Shillingsburg M. Teaching mands for information using ‘when’ to children with autism. J Appl Behav Anal 2017; 50:538-551. [PMID: 28453220 DOI: 10.1002/jaba.387] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2016] [Accepted: 07/07/2016] [Indexed: 11/08/2022]
Affiliation(s)
| | - Bethany Hansen
- Marcus Autism Center and Emory University School of Medicine
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DeQuinzio JA, Poulson CL, Townsend DB, Taylor BA. Social Referencing and Children with Autism. THE BEHAVIOR ANALYST 2016; 39:319-331. [PMID: 31976939 PMCID: PMC6701260 DOI: 10.1007/s40614-015-0046-1] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
During social referencing, infants as young as 6 months of age look to others when confronted with unfamiliar or unexpected events in the environment and then respond to these events based on affective cues of the parent or caregiver (e.g., smiling and frowning). Social referencing is important for early communication and language development. Unfortunately, social referencing repertoires are limited or completely lacking in children with autism. Despite these documented social deficits, little research has focused on ameliorating social referencing deficits. The purpose of this paper is to present a behavior-analytic conceptualization of social referencing and the implications for ameliorating social referencing deficits of children with autism.
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Affiliation(s)
| | - Claire L. Poulson
- Queens College and the Graduate Center of the City University of New York, New York, NY USA
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A Synthesis of Script Fading Effects With Individuals With Autism Spectrum Disorder: A 20-Year Review. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2015. [DOI: 10.1007/s40489-015-0062-9] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Somers A, Sidener TM, DeBar RM, Sidener DW. Establishing Concurrent Mands for Items and Mands for Information about Location in Children with Autism. Anal Verbal Behav 2014; 30:29-35. [PMID: 27274971 PMCID: PMC4883538 DOI: 10.1007/s40616-014-0007-x] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022] Open
Abstract
This study replicated and extended the methodology used in Howlett et al. (Journal of Applied Behavior Analysis, 44, 943-947 2011) to bring the mands "Where's (item)?" and "I want (item)" under appropriate antecedent control in two boys diagnosed with autism. Trials were alternated in which items were present, missing, and within view (but inaccessible) and missing and out of view. To program for generalization, fifteen items, multiple trainers, and multiple settings were used during teaching. For both participants, manding generalized to novel items, instructors, settings, and situations and maintained after 2 weeks following teaching. Results of the social validity assessment indicated that school staff found the procedures highly acceptable.
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Affiliation(s)
- Alexis Somers
- Department of Applied Behavior Analysis, Caldwell College, 120 Bloomfield Ave., Caldwell, NJ 07006 USA
| | - Tina M. Sidener
- Department of Applied Behavior Analysis, Caldwell College, 120 Bloomfield Ave., Caldwell, NJ 07006 USA
| | - Ruth M. DeBar
- Department of Applied Behavior Analysis, Caldwell College, 120 Bloomfield Ave., Caldwell, NJ 07006 USA
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Abstract
Among many of Jack Michael's contributions to the field of behavior analysis is his behavioral account of motivation. This paper focuses on the concept of motivating operation (MO) by outlining its development from Skinner's (1938) notion of drive. Conceptually, Michael's term helped us change our focus on how to study motivation by shifting its origins from the organism to the environment. Michael's account also served to stimulate applied research and to better understand behavioral function in clinical practice.
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