A functional analysis of verbal delay in preschool children: Implications for prevention and total recovery

Drash, Philip W.; Tudor, Roger M.

doi:10.1007/bf03392884

Cited by 14 publications

(18 citation statements)

References 13 publications

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“…In previous research, we presented a behavioral analysis of how most nor-mal infants begin to acquire language and how and why some infants fail to acquire language (Drash & Tudor, 1993). Our analysis suggests that the first verbal operants acquired from birth to about 12 months are not predominantly echoics, as was once believed.…”

Section: The Mand As the Initial Verbal Operantmentioning

confidence: 72%

“…Our experience suggests that the use of this strategy usually begins to produce correct imitation of sounds within the first 10 to 20 sessions of therapy, even with severely language-delayed children. This approach utilizes a functional analysis of language acquisition in infants that suggests that the mand is typically the first verbal operant to be acquired (Bijou, 1993;Bijou & Baer, 1965;Drash & Tudor, 1993;Schlinger, 1995;Skinner, 1957).…”

Section: Teaching Echoic Behavior To Children With Autism 31mentioning

confidence: 99%

“…If the reinforcer is not provided quickly, the child may begin to scream or engage in other negative behavior. This constitutes a physical mand or an aversive vocal mand as opposed to a vocal mand (Drash & Tudor, 1993). Therefore, with this strategy it is not necessary to create an entirely new mand repertoire.…”

Section: Figures 1 Through 3 Present Data Thatmentioning

confidence: 99%

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Using Mand Training to Establish an Echoic Repertoire in Young Children with Autism

Drash¹,

High²,

Tudor

1999

Analysis Verbal Behav

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This research describes a method that initially establishes a mand repertoire as the first component in producing echoic and tact repertoires in young children with limited verbal repertoires. The subjects were 3 nonverbal children with autism, aged 2.5 to 3.5 years. The results indicated that establishing a mand repertoire as the starting point for echoic training produced the acquisition of an initial echoic repertoire in all 3 children within the first 10 sessions. Two of the children also began tacting during the same period. A mand repertoire was acquired by all subjects by the sixth session. Negative vocal behavior was rapidly reduced without the use of aversive contingencies by shaping inapproapriate vocalizations into acceptable vocal mands. Our discussion analyzes those contingencies that contribute to the effectiveness of the manding procedure and compares this procedure with the conventional vocal imitation model. We also discuss variables that may contribute to the long-term success of language training programs and describe strategies for preventing language delay in typical infants and children.

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Section: The Mand As the Initial Verbal Operantmentioning

confidence: 72%

Section: Teaching Echoic Behavior To Children With Autism 31mentioning

confidence: 99%

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Using Mand Training to Establish an Echoic Repertoire in Young Children with Autism

Drash¹,

High²,

Tudor

1999

Analysis Verbal Behav

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“…In a previous publication (Drash & Tudor, 1993), we discussed the pitfalls ofusing a contingency-shaped approach when teaching verbal behavior to infants and young children as opposed to using a rule-governed approach. We stated, "... in contingency-shaped behavior there are numerous times during the shaping process when the immediate contingencies may reinforce behaviors incompatible with the long term goal" (p. 28).…”

Section: A Theoretical Analysis Of Etiological Factors In Autismmentioning

confidence: 99%

Is Autism a Preventable Disorder of Verbal Behavior? A Response to Five Commentaries

Drash

Tudor

2004

Analysis Verbal Behav

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This paper presents a response to five commentaries on our article An Analysis ofAutism as a ContingencyShapedDisorder of Verbal Behavior (Drash & Tudor, 2004). One ofthe principal objectives ofthat article is to provide the behavior analysis community and the autism community with a conceptual basis for analyzing autism as a behavioral disorder rather than a neurological disorder. This analysis provides a logical and testable behavioral answer to the question ofthe etiology of autism, a question that has baffled scientists and researchers for more than half a century. Elements ofthe original article with which reviewers expressed concern include: need for more data, need for greater emphasis on neurological and epidemiological factors in autism, the relative importance of verbal behavior as a core deficit of autism, and disruptive and avoidant behavior as a primary variable in the etiology of autism. We provide a behavioral response to each of these concerns. We also show how our analysis will provide a conceptual foundation for behavior analysis to begin developing urgently needed programs for prevention and earlier intervention in autism. A THEORETICAL ANALYSIS OF ETIOLOGICAL FACTORS iN AUTISMIn our article "An Analysis of Autism as a Contingency-Shaped Disorder of Verbal Behavior" (Drash & Tudor, 2004) we presented a theoretical analysis that demonstrated how contingencies ofreinforcement operating between caregiver and infant during the first year to 18 months ofany typical infant's life might shape a repertoire ofbehaviors that could later result in a diagnosis of autism. We also presented six specific reinforcement paradigms that could theoretically prevent the acquisition of verbal behavior and other social behaviors and shape the spectrum of behaviors that might later result in a diagnosis of autism.One of the major objectives of our article is to provide the behavior analysis community with a conceptual basis for viewing autism primarily as a behavioral disorder rather than a neurobiological or genetic disorder. This analysis provides a logical and testable behavioral answer to the question of the etiology of autism, a question that has baffled scientists and researchers for more than half a century. Such a conceptualization will, we believe, provide a foundation for behavior analysis to begin developing an experimental analysis of the acquisition ofverbal behavior during the first year of life and to move forward with urgently needed programs for prevention and earlier intervention in autism.RESPONSE TO FIVE COMMENTARIES Malott (2004) has provided a very insightful and highly supportive commentary in which he indicates substantial agreement with our analysis. We have referenced a number of his comments in our response. Carr and LeBlanc (2004) agree that a behavioral analysis of autistic behavior might lead to technological advances such as behavioral prevention efforts, nationwide screening networks, and earlier treatment delivery that would not be possible based on a purely neurological explanatio...

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“…Moreover, given the tendency of these children to engage in high rates of escape and avoidance behaviors (Koegel, Koegel, Frea, & Smith, 1995) within instructional demand settings , methods that increase the motivation to respond may be essential to positive long-term outcomes. The ultimate outcome for many children with autism may depend at least partially upon thei r learning to attend to teacher-directed activities and respond correctly and quickly for reasonable periods of time each day (Drash & Tudor, 1993). This is especially important for children with autism because they frequently fail to learn through exposure to typical social environments (Smith, 2001).…”

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confidence: 99%

The Role of the Reflexive-Conditioned Motivating Operation (CMO-R) During Discrete Trial Instruction of Children With Autism

Carbone¹,

Morgenstern²,

Zecchin-Tirri³

et al. 2010

Focus Autism Other Dev Disabl

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The principle of motivation has resurfaced as an independent variable in the field of behavior analysis over the past 20 years. The increased interest is the result of the refinements of the concept of the motivating operation and its application to the learning needs of persons with developmental disabilities. Notwithstanding the increased emphasis upon modification of motivating operations to reduce problem behavior, the autism treatment literature currently reflects limited recognition of this important behavioral variable. This paper provides an overview of antecedent based instructional modifications that lead to a reduction of escape and avoidance behavior of children with autis m during instruction. An analysis of these instructional methods as motivating operations is proposed. A conceptually systematic analysis of the influence of instructional methods is offered as a tool for improving the selection and implementation of effective teaching procedures. Keywords: motivating operations, establishing operations, autism, escape and avoidance behavior, discrete trial instruction.Comprehensive intensive treatment based upon the application of behavior analytic principles has proven to be an effective form of intervention for children with autism (Green, 1996). Several comparative studies have demonstrated the superiority of behavior analytic programs over other approaches to autism treatment or differing levels of intensities of services (

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A functional analysis of verbal delay in preschool children: Implications for prevention and total recovery

Cited by 14 publications

References 13 publications

Using Mand Training to Establish an Echoic Repertoire in Young Children with Autism

Using Mand Training to Establish an Echoic Repertoire in Young Children with Autism

Is Autism a Preventable Disorder of Verbal Behavior? A Response to Five Commentaries

The Role of the Reflexive-Conditioned Motivating Operation (CMO-R) During Discrete Trial Instruction of Children With Autism

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