scholarly journals Comparing echoic and textual prompts for teaching intraverbal behavior

2009 ◽  
Author(s):  
Tiffany Nicole Cook
Keyword(s):  
Intraverbal Behavior ◽  
Textual Prompts

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.

Comparison of Prompting Techniques to Teach Children With Autism to Ask Questions in the Context of a Conversation

2015 ◽  
Vol 32 (2) ◽  
pp. 93-101 ◽  
Author(s):  
Matthew G. Swerdan ◽  
Rocío Rosales
Keyword(s):  
Stimulus Control ◽  
Children With Autism ◽  
Future Research ◽  
Control Procedure ◽  
Transfer Of Stimulus Control ◽  
Alternating Treatments Design ◽  
Textual Prompts ◽  
Students With Autism ◽  
Adapted Alternating Treatments Design

An adapted alternating treatments design was used to compare the efficacy of echoic and textual prompts to teach three students with autism (ages 8–15) to ask questions related to two pre-selected topics of conversation. Participants were first required to answer questions related to the topics to determine whether accurate responses were within their repertoire. This was followed by a transfer of stimulus control procedure to teach participants to ask relevant questions to the experimenter on the same topics. Probes with a novel conversation topic were conducted in the natural environment with a peer, and follow-up probes were conducted after training. Results indicate questions taught using an echoic prompt were acquired in fewer trials to criterion than questions taught using a textual prompt for two of the three participants. Limitations and implications for future research will be discussed.

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
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