scholarly journals A Comparison of Textual and Echoic Prompts on the Acquisition of Intraverbal Behavior in a Six-Year-Old Boy with Autism

2001 ◽  
Vol 18 (1) ◽  
pp. 61-70 ◽  
Author(s):  
Amy S. Finkel ◽  
Randy L. Williams
Keyword(s):  
Intraverbal Behavior

scholarly journals COMPARING THE EFFECTS OF ECHOIC PROMPTS AND ECHOIC PROMPTS PLUS MODELED PROMPTS ON INTRAVERBAL BEHAVIOR

2012 ◽  
Vol 45 (2) ◽  
pp. 431-435 ◽  
Author(s):  
Amber L. Valentino ◽  
M. Alice Shillingsburg ◽  
Nathan A. Call
Keyword(s):  
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.

Categorization of verbalizations of the therapeutic process and the intraverbal operant

1969 ◽  
Vol 9 (2) ◽  
Author(s):  
Joene Vieira-Santos ◽  
Carlos Barbosa Alves de Souza
Keyword(s):  
Therapeutic Process ◽  
Intraverbal Behavior ◽  
Relevant Variables ◽  
Intraverbal Training ◽  
Textual Cues

Categorization of verbalizations of the therapeutic process can to be interpreted as intraverbal training. Thus, evaluation of the variables involved in this training would give us information about relevant variables of categorization activity. This work analyzed the procedures and results of the studies using the training of intravebal responses, aiming to identify relevant variables in intraverbal behavior acquisition, and therefore in categorization. The following variables were identified: presence of textual cues; use of examples (especially the exposure to a procedure of multiple examples instruction) and, in the context of the instructional relations, both exposure to definition tasks before starting example identification tasks and identification of the concept’s keys aspects. These variables seem to be related directly to those identified in the studies about categorization of verbalizations of the therapeutic process, suggesting that they must be taken into account in the development of studies about this subject.

scholarly journals Teaching intraverbal behavior to severely retarded children

1989 ◽  
Vol 7 (1) ◽  
pp. 69-81 ◽  
Author(s):  
Cathy L. Watkins ◽  
Lova Pack-Teixeira ◽  
Jane S. Howard
Keyword(s):  
Intraverbal Behavior
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