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Showing 106 to 120 of 194 results Save | Export
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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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Luke, Nicole; Greer, R. Douglas; Singer-Dudek, Jessica; Keohane, Dolleen-Day – Analysis of Verbal Behavior, 2011
In two experiments, we tested the effect of multiple exemplar instruction (MEI) for training sets on the emergence of autoclitic frames for spatial relations for novel tacts and mands. In Experiment 1, we used a replicated pre- and post-intervention probe design with four students with significant learning disabilities to test for acquisition of…
Descriptors: Learning Disabilities, Verbal Communication, Speech, Behavior
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Gilic, Lina; Greer, R. Douglas – Analysis of Verbal Behavior, 2011
Naming is a verbal developmental capability and cusp that allows children to acquire listener and speaker functions without direct instruction (e.g., incidental learning of words for objects). We screened 19 typically developing 2- and 3-year-old children for the presence of Naming for 3-dimensional objects. All 9 3-year-olds had Naming, and 8 of…
Descriptors: Naming, Toddlers, Responses, Stimuli
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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
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Fryling, Mitch J.; Johnston, Cristin; Hayes, Linda J. – Analysis of Verbal Behavior, 2011
Observational learning is an important area in the field of psychology and behavior science more generally. Given this, it is essential that behavior analysts articulate a sound theory of how behavior change occurs through observation. This paper begins with an overview of seminal research in the area of observational learning, followed by a…
Descriptors: Observational Learning, Behavioral Sciences, Behavior Change, Behavior Modification
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Sundberg, Mark L.; Sundberg, Cindy A. – Analysis of Verbal Behavior, 2011
Individuals with autism often experience difficulty acquiring a functional intraverbal repertoire, despite demonstrating strong mand, tact, and listener skills. This learning problem may be related to the fact that the primary antecedent variable for most intraverbal behavior involves a type of multiple control identified as a verbal conditional…
Descriptors: Learning Problems, Intervention, Autism, Comparative Analysis
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Ferreri, Summer J.; Plavnick, Joshua B. – Analysis of Verbal Behavior, 2011
Many children with severe developmental disabilities emit idiosyncratic gestures that may function as verbal operants (Sigafoos et al., 2000). This study examined the effectiveness of a functional analysis methodology to identify the variables responsible for gestures emitted by 2 young children with severe developmental disabilities. Potential…
Descriptors: Severe Disabilities, Developmental Disabilities, Young Children, Nonverbal Communication
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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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Sidener, Tina M.; Carr, James E.; Karsten, Amanda M.; Severtson, Jamie M.; Cornelius, Carly E.; Heinicke, Megan R. – Analysis of Verbal Behavior, 2010
The purpose of this series of experiments was to evaluate the effects of mixed mand-tact arrangements on the acquisition of mands and tacts in preschool-aged children. In Experiment 1, the effects of three training arrangements (mand-only training, tact-only training, and mand-tact training) were investigated with 3 typically developing children.…
Descriptors: Investigations, Autism, Evaluation, Experiments
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Emmick, Jill R.; Cihon, Traci M.; Eshleman, John W. – Analysis of Verbal Behavior, 2010
The study examined the effects of textual prompt fading on the acquisition of intraverbals in 3 individuals with developmental disabilities. An alternating treatments design was used to assess the two independent variables. The first independent variable was transfer of stimulus control without component skill fluency. The second independent…
Descriptors: Developmental Disabilities, Language Research, Scripts, Verbal Communication
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Bradley, Kelly P.; Poling, Alan – Analysis of Verbal Behavior, 2010
Results of a survey sent to members of the editorial boards of five behavior-analytic journals in 1990 indicated that there was no consensus among respondents with respect to whether delayed events can function as reinforcers (Schlinger, Blakely, Fillhard, & Poling, 1991). Since that time, several studies with nonhuman animals have demonstrated…
Descriptors: Behavioral Science Research, Reinforcement, Verbal Communication, Probability
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Perez, William Ferreira; de Rose, Julio C. – Analysis of Verbal Behavior, 2010
The present study aimed to extend the findings of recombinative generalization research in alphabetical reading and spelling to the context of musical reading. One participant was taught to respond discriminatively to six two-note sequences, choosing the corresponding notation on the staff in the presence of each sequence. When novel three- and…
Descriptors: Generalization, Music Reading, Music Education, Syllables
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Stewart, Katherine; Hayashi, Yusuke; Saunders, Kathryn – Analysis of Verbal Behavior, 2010
In a computerized task, an adult with intellectual disabilities learned to construct consonant-vowel-consonant words in the presence of corresponding spoken words. During the initial assessment, the participant demonstrated high accuracy on one word group (containing the vowel-consonant units "it" and "un") but low accuracy on the other group…
Descriptors: Vowels, Early Reading, Beginning Reading, Mental Retardation
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Greer, R. Douglas; Longano, Jennifer – Analysis of Verbal Behavior, 2010
Naming appears to be the source of the explosion in language development and involves the integration of the initially separate listener and speaker responses. This integration has a role in the development of reading, writing, and the following and construction of verbal algorithms that make types of complex human behavior possible. Considerable…
Descriptors: Language Acquisition, Identification, Verbal Stimuli, Learning Processes
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Schoneberger, Ted – Analysis of Verbal Behavior, 2010
Three popular assertions have hindered the promotion of an empiricist approach to language acquisition: (a) that Brown and Hanlon (1970) claimed to offer data that parents do not reinforce their children's grammaticality; (b) that Brown and Hanlon also claimed to offer data that parents do not provide negative evidence (i.e., corrective feedback)…
Descriptors: Language Acquisition, Nature Nurture Controversy, Literature Reviews, Reinforcement
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