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Hranchuk, Kieva; Douglas Greer, R.; Longano, Jennifer – Analysis of Verbal Behavior, 2019
Prior research found that without the naming cusp, children did not learn from instructional demonstrations presented before learn units (IDLUs) (i.e., modeling an expected response twice for a learner prior to delivering an instructional antecedent), however, following the establishment of naming, they could. The present study was designed to…
Descriptors: Demonstrations (Educational), Efficiency, Naming, Units of Study
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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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Sprinkle, Evelyn C.; Miguel, Caio F. – Analysis of Verbal Behavior, 2012
The current study assessed the use of standard conditional discrimination (i.e., listener) and textual/tact (i.e., speaker) training in the establishment of equivalence classes containing dictated names, tacts/textual responses, pictures and printed words. Four children (ages 5 to 7 years) diagnosed with autism were taught to select pictures and…
Descriptors: Autism, Behavioral Science Research, Young Children, Naming
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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