A Review of Training Intraverbal Repertoires: Can Precision Teaching Help?

Abstract

Intraverbal behavior is common in conversation and academic and professional settings. Many individuals with disabilities fail to acquire intraverbal repertoires. Some individuals who do acquire intraverbal behavior fail to acquire responses that are functional and complete. Research has examined procedures to establish or increase intraverbal repertoires of individuals with impaired verbal repertoires. Several of these studies integrate a precision teaching methodology with Skinner's (1957) conceptual framework. This paper reviews the literature on the most commonly examined methods of establishing or increasing intraverbal repertoires. Articles that incorporate precision teaching are emphasized. The review highlights the strengths (including the effectiveness) and limitations of each procedure. The review concludes with a discussion of the implications of using precision teaching to establish or increase an intraverbal repertoire and with suggestions for future research.

The Effects of the Interspersal of Related Responses on the Emergence of Intraverbals for Children With Autism Spectrum Disorder

“…limited tact and listener repertoires, and their responses are often dependent on tangible reinforcement (Cihon, 2007). It has also been suggested that the relative complexity of intraverbals may be an impediment for learners with ASD, as these responses often require simultaneous discrimination of multiple verbal stimuli (Sundberg & Sundberg, 2011), which are fleeting in nature (Axe, 2008).…”

Crucial Issues in the Applied Analysis of Verbal Behavior: Reflections on Crucial Conversations: Tools for Talking When the Stakes Are High

“…For example, an electronic search conducted at this writing turned up 210 articles in The Analysis of Verbal Behavior that I cross-indexed with terms that are commonly used in the mainstream study of conversation dynamics (e.g., Hutchby & Wooffitt, 2008). Key-word connections were found for three articles with respect to conversation (Cihon, 2007;Hall, 1992;Leigland, 2000), for one article with respect to persuasion (Hutchison, 1998), and for no articles with respect to coercion, formulations, rhetoric, interruption, and overlapping talk. This suggests that, in translating between theoretical principles of verbal behavior and specific practical problems, behavior analysts may be handicapped by limited knowledge about the latter.…”

Modeling Verbal Behavior Deficits with the Stimulus Control Ratio Equation, SCoRE

“…", the individual may reply, "Fine." Research on sequelic training has demonstrated its use in conversational turns 22 , categorization 23 , and fill-in-the-blanks tasks 24 . While echoic intraverbals and sequelics intraverbals are consequated similarly, the different antecedent stimuli create distinct operant classes.…”