AN EVALUATION OF REPEATING THE DISCRIMINATIVE STIMULUS WHEN USING LEAST-TO-MOST PROMPTING TO TEACH INTRAVERBAL BEHAVIOR TO CHILDREN WITH AUTISM

2013 ◽  
Vol 46 (2) ◽  
pp. 534-538 ◽  
Author(s):  
Tiffany Humphreys ◽  
Amy S. Polick ◽  
Laura L. Howk ◽  
Jackie R. Thaxton ◽  
Alison P. Ivancic
Keyword(s):  
Discriminative Stimulus ◽  
Children With Autism ◽  
Intraverbal Behavior

Teaching intraverbal behavior to children with autism

2007 ◽  
Vol 1 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Tina R. Goldsmith ◽  
Linda A. LeBlanc ◽  
Rachael A. Sautter
Keyword(s):  
Children With Autism ◽  
Intraverbal Behavior

scholarly journals Emergent Intraverbal and Reverse Intraverbal Behavior Following Listener Training in Children with Autism Spectrum Disorder

2022 ◽  
Author(s):  
Inger Karin Almås ◽  
Dean P. Smith ◽  
Sigmund Eldevik ◽  
Svein Eikeseth
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Multiple Baseline ◽  
Future Research ◽  
Baseline Design ◽  
Listener Behavior ◽  
Intraverbal Behavior ◽  
Listener Training

AbstractWe evaluated whether intraverbal and reverse intraverbal behavior emerged following listener training in children with autism spectrum disorder (ASD). Six participants were each taught three sets of three “when?” questions in listener training. A multiple baseline design across behaviors (stimulus sets) was used to assess the effects of listener training. Results showed that intraverbal behavior emerged following listener training for five out of six participants. One participant received additional listener training and intraverbal training before intraverbal behavior emerged. Furthermore, reverse intraverbal responding occurred across all three sets of questions for three of the six participants. Establishing listener behavior may be a pathway for emergent intraverbal and reverse intraverbal responding in children with ASD. Future research could examine what skill repertoire may facilitate such transfer.

scholarly journals Effectiveness of Prompts in Developing the Skill of Answering Questions in Children with Autism Spectrum Disorder

2016 ◽  
Vol 21 (3) ◽  
pp. 85-96
Author(s):  
O.N. Pervushina ◽  
A.N. Trubitsyna ◽  
N.G. Kondratyeva ◽  
E.N. Pliskovskaya
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Academic Skills ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Intraverbal Behavior ◽  
Children With Asd ◽  
Textual Prompts ◽  
The Difference ◽  
Answering Questions

Intraverbal operant (i.e. intraverbal behavior) in B.F. Skinner’s concept is a class of verbal reactions that includes understanding what is read, holding conversations and answering questions, and also thoughts and memories. Intraverbals are the foundation for learning simple communications, developing academic skills and acquiring professional ones. Many persons with autism spectrum disorder experience considerable difficulties with intraverbal behavior, and there still is no technique that could teach them how to use it fully and functionally. This research on the effectiveness of various types of prompts in educational trainings was aimed at optimizing teaching intraverbal behavior to children with ASD. The study analyzed how children develop the skill of answering questions in the context of textual and echoic prompts. The experiment with two subjects, children of different sexes aged 8 and 17 years diagnosed with ASD, revealed that textual prompts were more effective. The difference in the effectiveness between textual and echoic prompts proved to be more significant for questions with several or many correct answers than in the case with simple questions having only one correct answer.

scholarly journals Blocking of Stimulus Control in Children with Autism

2021 ◽  
Author(s):  
Heidi Skorge Olaff ◽  
Monica Vandbakk ◽  
Per Holth
Keyword(s):  
Discrimination Training ◽  
Discriminative Stimulus ◽  
Stimulus Control ◽  
Applied Field ◽  
Phase 1 ◽  
Children With Autism ◽  
Social Referencing ◽  
Discriminative Control ◽  
Phase 2 ◽  
Stimulus Compound

AbstractThe present study aimed to investigate the blocking of stimulus control in three children with autism. We used a go/no-go procedure in a standard blocking paradigm. In Phase 1, we established one of two sounds or colored squares as a discriminative stimulus for touching a tablet screen. In Phase 2, a colored square was added to the sound or a sound was added to the colored square in a stimulus compound. The discrimination training continued as in Phase 1. We subsequently tested discriminative control by each of the single stimuli separately and by the compounds. Finally, after testing with no programmed consequences, we reestablished the original discrimination and replicated the test of stimulus control. The results support previous experiments by demonstrating that the establishment of discriminative control by a second stimulus by adding it to a previously established discriminative stimulus in a compound was blocked by the earlier discrimination training in all three participants. We discuss procedural details that may be critical to avoid the blocking of stimulus control in the applied field, particularly with respect to the acquisition of skills that involve multiple stimuli, such as joint attention, social referencing, and bidirectional naming.

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