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Showing 1 to 15 of 139 results Save | Export
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Hranchuk, Kieva; Douglas Greer, R.; Longano, Jennifer – Analysis of Verbal Behavior, 2019
Prior research found that without the naming cusp, children did not learn from instructional demonstrations presented before learn units (IDLUs) (i.e., modeling an expected response twice for a learner prior to delivering an instructional antecedent), however, following the establishment of naming, they could. The present study was designed to…
Descriptors: Demonstrations (Educational), Efficiency, Naming, Units of Study
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Tullis, Christopher A.; Marya, Videsha; Alice Shillingsburg, M. – Analysis of Verbal Behavior, 2019
Instructive feedback (IF) is a procedure in which secondary targets are presented to a learner during instruction for primary skills. Previous research has demonstrated that students with autism spectrum disorder (ASD) may acquire at least a portion of skills presented via IF. Although it is a promising instructional methodology for learners with…
Descriptors: Children, Autism, Pervasive Developmental Disorders, Students with Disabilities
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Akers, Jessica S.; Retzlaff, Billie J.; Fisher, Wayne W.; Greer, Brian D.; Kaminski, Ami J.; DeSouza, Andresa A. – Analysis of Verbal Behavior, 2019
Most verbal behavior curricula for children with autism spectrum disorder (ASD) focus on teaching multiple mands during the early stages of training (e.g., picture exchange communication system; Bondy & Frost, 1994). However, few, if any, of those curricula train children with ASD to differentially mand only for reinforcers that are reasonable…
Descriptors: Behavior Modification, Autism, Pervasive Developmental Disorders, Training
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Solares, Leslie; Fryling, Mitch J. – Analysis of Verbal Behavior, 2019
A large amount of learning occurs through the observation of stimulus-stimulus relations. One procedure that involves this sort of learning is the stimulus-pairing observation procedure (SPOP). The current study involves a systematic replication of Byrne, Rehfeldt, and Aguirre (2014). Tests for the emergence of tact and listener relations were…
Descriptors: Observation, Children, Autism, Pervasive Developmental Disorders
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Axe, Judah B.; Phelan, Stephanie H.; Irwin, Caitlin L. – Analysis of Verbal Behavior, 2019
We reviewed 12 studies in which the researcher taught problem-solving strategies, such as self-questioning and visual imagining, to children and adolescents with and without disabilities to facilitate the learning of math, spelling, play/social, and communication skills. We analyzed these studies in terms of types of problem-solving strategies,…
Descriptors: Behavior Modification, Behavior Theories, Problem Solving, Children
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Dal Ben, Rodrigo; Goyos, Celso – Analysis of Verbal Behavior, 2019
The form of a verbal response allows for reinforcement mediation and language transmission across cultures. Reinforcement, in turn, plays a decisive role in learning verbal forms. The present work addresses methodological limitations of previous studies, providing further evidence of the role of automatic reinforcement in achieving parity with…
Descriptors: Reinforcement, Behavior Modification, Verbal Communication, Preschool Children
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Barry, Lorna; Holloway, Jennifer; Gunning, Ciara – Analysis of Verbal Behavior, 2019
Communication deficits in children with Autism Spectrum Disorder (ASD) can manifest in a myriad of lifelong social and educational challenges. Many children with ASD fail to learn vocal verbal behavior and may require intensive individualized intervention to learn early verbal operants. The current research aimed to evaluate the effects of a…
Descriptors: Autism, Pervasive Developmental Disorders, Individualized Instruction, Responses
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Aguirre, Angelica A.; LeBlanc, Linda A.; Reavis, Andrea; Shillingsburg, Alice M.; Delfs, Caitlin H.; Miltenberger, Catherine A.; Symer, Kaneen B. – Analysis of Verbal Behavior, 2019
Children with autism are often taught auditory conditional discriminations in the form of personal information questions that might prove useful in conversation (e.g., "What is your favorite food?" "Pizza" and "What is your favorite color?" "Purple"). In these questions, the auditory stimuli presented as…
Descriptors: Outcomes of Treatment, Auditory Discrimination, Autism, Children
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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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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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Kodak, Tiffany; Bergmann, Samantha; LeBlanc, Brittany; Harman, Michael J.; Ayazi, Maryam – Analysis of Verbal Behavior, 2018
Although Skinner (1957) provided a behavioral account of verbal thinking, additional research is needed to evaluate stimuli that may influence covert verbal behavior that occurs between the onset of a verbal stimulus and the emission of a response during an episode of verbal thinking. The present investigation examined the effects of auditory…
Descriptors: Auditory Stimuli, Verbal Stimuli, Accuracy, Reaction Time
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Cao, Yu; Greer, R. Douglas – Analysis of Verbal Behavior, 2018
The onset of the verbal behavior developmental cusp of bidirectional naming (BiN) in a second language makes it possible for monolingual English-speaking children to learn names of things in a second language incidentally. We conducted 2 experiments to identify why monolingual English-speaking children cannot demonstrate BiN in another language…
Descriptors: Chinese, Naming, Preschool Children, Second Language Learning
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