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Showing 1 to 15 of 128 results Save | Export
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Olaff, Heidi Skorge; Holth, Per – Analysis of Verbal Behavior, 2020
Bidirectional naming (BiN) is the integration of speaker and listener responses, reinforced by social consequences. Unfortunately, these consequences often do not function as reinforcers for behavior in children with autism. Accordingly, the repertoire of BiN is also often limited in these children. Previous research has suggested that so-called…
Descriptors: Naming, Verbal Communication, Interpersonal Communication, Operant Conditioning
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Barcelos Nomicos, Laura; Jacobs, Kenneth W.; Locey, Matthew L. – Analysis of Verbal Behavior, 2020
Human decision making is partly determined by the verbal stimuli involved in a choice. Verbal stimuli that may be particularly relevant to human decision making are the words "should" and "like," whereby "should" is presumably associated with what one ought to choose, and "like" is presumably associated with…
Descriptors: Decision Making Skills, Verbal Stimuli, Money Management, Delay of Gratification
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Cengher, Mirela; Ramazon, Nicholas H.; Strohmeier, Craig W. – Analysis of Verbal Behavior, 2020
Members (behaviors) of a response class are equivalent in that they produce the same functional reinforcer. Oftentimes, some members of a response class occur at higher rates than others. This can be problematic when the members that occur at high rates are socially inappropriate (e.g., self-injury, aggression, or disruption). The participant in…
Descriptors: Behavior Modification, Adolescents, Females, Autism
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Belisle, Jordan; Paliliunas, Dana; Lauer, Taylor; Giamanco, Annalise; Lee, Breanna; Sickman, Elana – Analysis of Verbal Behavior, 2020
Theoretical extensions of Skinner's verbal behavior that emphasize derived relational responding (stimulus equivalence, relational frame theory, and bidirectional naming) can improve the complexity and scope of applied behavior-analytic training models with children. We evaluated the prevalence and content of empirical research on derived…
Descriptors: Child Behavior, Verbal Communication, Applied Behavior Analysis, Responses
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Glassford, Tyler S.; Wilson, Alyssa N.; Gupta, Vanshika – Analysis of Verbal Behavior, 2020
The present study replicated and extended previous research by exploring the extent to which rules altered participants' engagement in risky betting in an electronic blackjack game. A multiple-baseline across-participants design with predetermined phase changes was used to assess 4 recreational gamblers' betting patterns in blackjack across 3…
Descriptors: Standards, Games, Probability, Recreational Activities
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Silbaugh, Bryant C.; Swinnea, Samantha; Falcomata, Terry S. – Analysis of Verbal Behavior, 2020
More is known about how to reduce challenging behavior with functional communication training (FCT) than how to mitigate its resurgence during or following a course of treatment. Research suggests reinforcing mand variability during FCT may mitigate the resurgence of challenging behavior, but validated procedures for reinforcing mand variability…
Descriptors: Behavior Problems, Behavior Modification, Communication Skills, Reinforcement
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Cariveau, Tom; Robbins, Halley; Cividini-Motta, Catia; Delfs, Caitlin – Analysis of Verbal Behavior, 2020
Recent articles by the editorial board of "The Analysis of Verbal Behavior" (TAVB) include calls for greater integration, collaboration, and inclusion. In so doing, it may be helpful to consider TAVB's current reach. Previously, Petursdottir, Peterson, and Peters ("The Analysis of Verbal Behavior," "25," 109-121,…
Descriptors: Citation Analysis, Periodicals, Citations (References), Behavioral Science Research
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Leaf, Justin B.; Cihon, Joseph H.; Ferguson, Julia L.; Milne, Christine M.; Leaf, Ronald; McEachin, John – Analysis of Verbal Behavior, 2020
Errorless learning and error correction procedures are commonly used when teaching tact relations to individuals diagnosed with autism spectrum disorder (ASD). Research has demonstrated the effectiveness of both procedures, as well as compared them. The majority of these studies have been completed through the use of single-subject experimental…
Descriptors: Error Correction, Autism, Pervasive Developmental Disorders, Randomized Controlled Trials
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Kahlow, Talia A.; Sidener, Tina M.; Kisamore, April N.; Reeve, Kenneth F. – Analysis of Verbal Behavior, 2019
People diagnosed with autism spectrum disorder (ASD) may need specific teaching to learn mands for information. Unfortunately, little research has been published on methods for teaching the mand "When?" to this population. The purpose of the current study was to replicate and extend previous research by teaching 3 children diagnosed with…
Descriptors: Children, Autism, Pervasive Developmental Disorders, Verbal Operant Conditioning
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Ampuero, Miguel E.; Miklos, Michael – Analysis of Verbal Behavior, 2019
Skinner (1957) differentiated the roles of the speaker and the listener in a verbal encounter. Although not extensively emphasized, Skinner suggested an individual often behaves verbally even when responding as a listener. Children diagnosed with autism spectrum disorders (ASD) often display the absence of important, and basic verbal repertoires…
Descriptors: Autism, Pervasive Developmental Disorders, Developmental Disabilities, Behavior Modification
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Ivancic, Martin; Belisle, Jordan – Analysis of Verbal Behavior, 2019
Rules/verbal behavior governing applied behavior scientists since Skinner have achieved great success resolving challenges experienced by individuals with severe developmental and intellectual disabilities. We extend prior work by Dixon, Belisle, Rehfeldt, and Root (2018, "Why We Are Still Not Acting to Save the World: The Upward Challenge of…
Descriptors: Behavioral Science Research, Behaviorism, Verbal Communication, Behavior
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Shillingsburg, M. Alice; Frampton, Sarah E. – Analysis of Verbal Behavior, 2019
The present study evaluated the emergence of intraverbals for 2 children diagnosed with autism spectrum disorder. Prior to baseline, both children demonstrated tact, tact function, listener, and listener by function responses with 12 pictorial stimuli, yet they failed to demonstrate intraverbals related to the function of the items (e.g.,…
Descriptors: Children, Autism, Pervasive Developmental Disorders, Verbal Communication
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Dressel, Amelia; Nicholson, Katie; Albert, Kristin M.; Ryan, Victoria M. – Analysis of Verbal Behavior, 2019
The inclusion of instructive feedback in discrete-trial training has been shown to increase the efficiency of learning. However, the behavioral mechanism underlying the effectiveness of this procedure has not yet been determined. Researchers have suggested that learners covertly self-echo the feedback, which mediates later responding. The present…
Descriptors: Feedback (Response), Mediation Theory, Learning Processes, Responses
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Glodowski, Kathryn R.; Rodriguez, Nicole M. – Analysis of Verbal Behavior, 2019
Researchers have demonstrated the efficacy of picture prompts on the acquisition of intraverbals (Coon & Miguel in "Journal of Applied Behavior Analysis," 45, 657-666, 2012; Goldsmith, LeBlanc, & Sautter in "Research in Autism Spectrum Disorders," 1, 1-13, 2007; Ingvarsson & Hollobaugh in "Journal of Applied…
Descriptors: Children, Autism, Pervasive Developmental Disorders, Pictorial Stimuli
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Valentino, Amber L.; Fu, Sherrene Brice; Padover, Jessica L. – Analysis of Verbal Behavior, 2019
Mands for information (MFIs) play an important role in language development and are important for successfully acquiring new information from one's environment. Yet many individuals with autism do not acquire mands for information without direct teaching. Research has demonstrated effective procedures for teaching all "wh" forms, except…
Descriptors: Verbal Operant Conditioning, Autism, Teaching Methods, Language Acquisition
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