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Tullis, Christopher A.; Frampton, Sarah E.; Delfs, Caitlin H.; Shillingsburg, M. Alice – Analysis of Verbal Behavior, 2017
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…
Descriptors: Feedback (Response), Autism, Pervasive Developmental Disorders, Teaching Methods
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Shillingsburg, M. Alice; Cariveau, Tom; Talmadge, Bethany; Frampton, Sarah – Analysis of Verbal Behavior, 2017
Deficits in reporting past behavior may have implications for a child's social development and safety. Behavioral interpretations of memory and research on do/say correspondence provide valuable strategies to teach reporting past behavior when deficits are observed. The current study examined procedures to teach accurate reporting of past behavior…
Descriptors: Autism, Child Behavior, Clinical Diagnosis, Children
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Shillingsburg, M. Alice; Gayman, Cassondra M.; Walton, William – Analysis of Verbal Behavior, 2016
Recent research on teaching mands for information to children with language deficits has focused on manipulating establishing operations (EOs). However, only a few of those studies have programmed both EO conditions (in which information is needed) and abolishing operation (AO) conditions (in which information has already been provided) to ensure…
Descriptors: Teaching Methods, Prompting, Intervention, Autism
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Shillingsburg, M. Alice; Powell, Nicole M.; Bowen, Crystal N. – Analysis of Verbal Behavior, 2013
Mand training is often a primary focus in early language instruction and typically includes mands that are positively reinforced. However, mands maintained by negative reinforcement are also important skills to teach. These include mands to escape aversive demands or unwanted items. Another type of negatively reinforced mand important to teach…
Descriptors: Verbal Operant Conditioning, Autism, Pervasive Developmental Disorders, Negative Reinforcement
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Valentino, Amber L.; Shillingsburg, M. Alice – Analysis of Verbal Behavior, 2011
Many children with autism communicate through the use of alternative communication systems, such as sign language. Limited research has been conducted on the situations under which sign language will be acquired across verbal operants without direct teaching. The purpose of the current study was to evaluate exposure to sign language on the…
Descriptors: Augmentative and Alternative Communication, Autism, Sign Language, Children
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Shillingsburg, M. Alice; Valentino, Amber L. – Analysis of Verbal Behavior, 2011
Children with autism often do not learn to mand for information without structured teaching. Studies have demonstrated that manipulation of establishing operations (EOs), prompts, prompt fading, and differential reinforcement are effective in teaching children with autism to ask "wh" questions such as "what," "who," and "where." To date, no…
Descriptors: Autism, Pervasive Developmental Disorders, Children, Reinforcement