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Barry, Lorna; Holloway, Jennifer; Gunning, Ciara – Analysis of Verbal Behavior, 2019
Communication deficits in children with Autism Spectrum Disorder (ASD) can manifest in a myriad of lifelong social and educational challenges. Many children with ASD fail to learn vocal verbal behavior and may require intensive individualized intervention to learn early verbal operants. The current research aimed to evaluate the effects of a…
Descriptors: Autism, Pervasive Developmental Disorders, Individualized Instruction, Responses
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Ingvarsson, Einar T.; Kramer, Rachel L.; Carp, Charlotte L.; Pétursdóttir, Anna I.; Macias, Heather – Analysis of Verbal Behavior, 2016
We evaluated the use of a blocked-trials procedure to establish complex stimulus control over intraverbal responses. The participants were four young boys with a diagnosis of autism who had struggled to master intraverbals. The blocked-trials procedures involved presentation of stimuli in separate trial blocks. The trial blocks gradually reduced…
Descriptors: Autism, Pervasive Developmental Disorders, Verbal Communication, Responses
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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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Koehler-Platten, Kate; Grow, Laura L.; Schulze, Kimberly A.; Bertone, Tara – Analysis of Verbal Behavior, 2013
Shaping functional vocal language is difficult when an individual has not yet acquired an echoic repertoire and does not emit sufficient phonemes (i.e., speech sounds) for shaping. Few studies have evaluated interventions to increase the frequency and breadth of phonemes. The current study extended Esch, Esch, and Love (2009) by evaluating the…
Descriptors: Reinforcement, Phonemic Awareness, Autism, Pervasive Developmental Disorders
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Tarbox, Jonathan; Zuckerman, Carrie K.; Bishop, Michele R.; Olive, Melissa L.; O'Hora, Denis P. – Analysis of Verbal Behavior, 2011
Rule-governed behavior is generally considered an integral component of complex verbal repertoires but has rarely been the subject of empirical research. In particular, little or no previous research has attempted to establish rule-governed behavior in individuals who do not already display the repertoire. This study consists of two experiments…
Descriptors: Autism, Children, Compliance (Psychology), Generalization
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Esch, John W.; Esch, Barbara E.; McCart, Jordon D.; Petursdottir, Anna Ingeborg – Analysis of Verbal Behavior, 2010
In the behavioral literature, self-echoic behavior has been hypothesized to play an important role in, for example, emergent conditional discriminations (e.g., Lowenkron, 1991), emergent verbal operants (Horne & Lowe, 1996), and problem solving (Skinner, 1957). Although early behavioral intervention programs for children with autism emphasize the…
Descriptors: Intervention, Autism, Child Behavior, Pervasive Developmental Disorders
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Esch, B. E.; Carr, J. E.; Michael, J. – Analysis of Verbal Behavior, 2005
Many children with autism do not imitate adult vocalizations, an important skill in learning to talk. Pairing adult vocalizations with preferred stimuli has been shown to increase free-operant vocalizations but effects are temporary; thus, direct reinforcement may be necessary to establish durable vocal behaviors. In Experiment 1, directly…
Descriptors: Autism, Reinforcement, Language Acquisition, Young Children
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Greer, R. D.; Yaun, L.; Gautreaux, G. – Analysis of Verbal Behavior, 2005
We tested the effect of multiple exemplar instruction (MEI) on acquisition of joint spelling responses, vocal to written and vice versa, for three sets of five words by four kindergarteners with language delays using a delayed multiple probe design. First, students were taught to spell Set 1 as either vocal or written responses (two vocal and two…
Descriptors: Spelling, Responses, Instructional Effectiveness, Verbal Communication
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Barbera, M. L.; Kubina, R. M., Jr. – Analysis of Verbal Behavior, 2005
This applied study attempted to evaluate a combination of transfer procedures commonly used to teach tacts to children with autism. A receptive to echoic to tact transfer and an echoic to tact transfer procedure were combined during 5-min instructional sessions to teach tacts to a seven-year-old vocal child with autism. A multiple baseline design…
Descriptors: Autism, Teaching Methods, Young Children, Language Acquisition