An Investigation of Stimulus Pairing and Listener Training to Establish Emergent Intraverbals in Children with Autism

Vallinger-Brown, Mary; Rosales, Rocío

doi:10.1007/s40616-014-0014-y

Cited by 17 publications

(10 citation statements)

References 24 publications

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“…was observed for four of the five participants. Similar procedures have been applied by Vallinger-Brown and Rosales (2014) and Keintz, Miguel, Kao, and Finn (2011), with idiosyncratic findings reported.…”

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confidence: 82%

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

Shillingsburg

Frampton

2019

Analysis Verbal Behav

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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., "What do you do with [item]?" and "What do you use to [function]?"). Following baseline, previously mastered related tact, tact function, listener, and listener by function tasks were presented prior to probe trials for the target item-function and function-item intraverbals. Results showed that interspersal of the related tasks for a subset of the intraverbals led to the emergence of untrained item-function and function-item intraverbals for both participants. In Experiment 2, the long-term effects of this remedial training on the emergence of untrained intraverbals was evaluated as new tact and listener responses were trained. Results of Experiment 2 showed that tact function and listener by function training was sufficient to establish the emergence of item-function and function-item intraverbals in the absence of related-task interspersal. These results are discussed in relation to current explanations for emergent responding. Keywords autism. emergence. intraverbal. tact. listener responding. verbal behavior Responses under intraverbal control (Palmer, 2016) are thought to make up a substantial portion of our day-today interactions, making these verbal behaviors critical for individuals with autism spectrum disorder (ASD). As noted by Sundberg and Sundberg (2011), "it is nearly impossible to have much of a discussion about any specific topic with only echoics, mands, and tacts" (p. 24). Children with ASD sometimes struggle to learn intraverbals because they have difficulty responding to formal prompts, they have

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confidence: 82%

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

Shillingsburg

Frampton

2019

Analysis Verbal Behav

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“…Results of Shillingsburg et al () support the assertion that once participants could engage in listener responding by feature (e.g., selecting the picture of a problem scenario) and tact by feature (e.g., describing the problem in the picture), emission of intraverbals is possible. Shillingsburg et al is not the only study to suggest that training a combination of tact and listener skills may produce intraverbals for learners with ASD (e.g., Allan, Vladescu, Kisamore, Reeve, & Sidener, ; Grannan & Rehfeldt, ; May, Hawkins, & Dymond, ; Pérez‐González, Garcia‐Asenjo, Williams, & Carnerero, ; Shillingsburg & Frampton, ; Smith et al, ; Vallinger‐Brown & Rosales, ). Were participants to emit intraverbals following direct training for only listener responses (with IF establishing tact responses or vice versa), this would be another step towards even greater instructional efficiency.…”

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confidence: 99%

Promoting the development of verbal responses using instructive feedback

Frampton

Shillingsburg

2019

J of App Behav Analysis

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Shillingsburg, Frampton, Cleveland, and Cariveau (2018) taught listener and tact by feature, name–feature intraverbal, and feature–name intraverbal responses across sets and reported emergence of responses that were not directly trained for 6 individuals diagnosed with autism spectrum disorder (ASD). The current study was a systematic replication with the addition of instructive feedback (IF) with 2 children diagnosed with ASD. During trials for previously mastered listener by name responses (e.g., “Point to Tennessee” and child selects a picture of Tennessee), the experimenters provided related IF (e.g., “The capital of this state is Nashville”). After 3 sessions, we evaluated the effects of IF on related verbal responses (e.g., listener by feature, tact by feature, name–feature intraverbal, and feature–name intraverbal) across sets probes. We observed increased correct responses for related verbal responses; replicating Shillingsburg et al. Results suggest that the inclusion of IF may increase the efficiency of verbal behavior programming.

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“…O fato de que todos os participantes alcançaram critério de aprendizagem com o conjunto de estímulos utilizado no tratamento B sugere um efeito facilitador da inclusão de exigência de respostas ecoicas ao se utilizar procedimentos caracterizados pelo PACE para induzir a emergência de intraverbais. Esse resultado corrobora achados de outros estudos que registraram a ocorrência de ecoicos durante a implementação de SPOP para induzir repertórios verbais em crianças com desenvolvimento típico e atípico Rosales et al, 2012;Takahashi et al, 2011;Vallinger-Brown & Rosales, 2014).…”

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“…Vallinger-Brown e Rosales (2014) indicaram ainda uma relação entre a emissão de respostas ecoicas 5 e a emergência dos intraverbais, uma vez que o participante que alcançou critério em ambos os procedimentos foi o que emitiu mais respostas ecoicas. Estudos utilizando o SPOP para emergência de classes de equivalência e operantes verbais também apontam esta correlação ou sugerem o comportamento ecoico enquanto pré-requisito Rosales et al, 2012;Takahashi, Yamamoto, & Noro, 2011-mas ver Byrne et al, 2014.…”

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“…(2) a escassez de estudos sobre o efeito do SPOP na aquisição deste operante verbal; (3) a dificuldade de aquisição de intraverbais por crianças com TEA e sua importância para o desenvolvimento de habilidades sociais e acadêmicas (Sundberg & Sundberg, 2011); e (4) a importância de estabelecer repertórios socialmente relevantes como o aprendizado de segundo idioma (Cortez, Santos, Quintal, Silveira, & de Rose, 2019;Pérez-González, Herszlikowicz, & Williams, 2008), o presente estudo procurou comparar a eficácia do SPOP com um procedimento de apresentação contígua de estímulos (PACE) com requisição de resposta ecoica, 2015; Carnerero, Pérez-González, & Osuna, 2019;Vallinger-Brown & Rosales, 2014).…”

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Aquisição de intraverbais em crianças com autismo: efeitos do pareamento de estímulos e respostas ecoicas

Costa

Souza

2020

Psicol. USP

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Resumo O ensino de intraverbais para indivíduos com autismo tem sido realizado, principalmente, através de procedimentos que envolvem reforçamento diferencial. Recentemente, o procedimento de observação de pareamento de estímulos (SPOP) surgiu enquanto alternativa para verificar a emergência de repertórios verbais. O SPOP implica o pareamento de estímulos sem exigir outra resposta que a observação do pareamento. O ecoico tem sido apontado como facilitador na emergência de operantes verbais. O presente estudo comparou, com um delineamento de sondas múltiplas concorrentes com tratamento alternado adaptado, a eficácia do SPOP com um procedimento de apresentação contígua de estímulos com requisição de resposta ecoica na emergência de intraverbais em três crianças com autismo. Observou-se a eficácia do SPOP na indução de intraverbais e verificou-se o papel facilitador do ecoico. Discutem-se possíveis efeitos de interferência dos tratamentos, da extinção de respostas no contexto experimental e da utilização de reforçadores condicionados como parte do SPOP.

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An Investigation of Stimulus Pairing and Listener Training to Establish Emergent Intraverbals in Children with Autism

Cited by 17 publications

References 24 publications

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

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

Promoting the development of verbal responses using instructive feedback

Aquisição de intraverbais em crianças com autismo: efeitos do pareamento de estímulos e respostas ecoicas

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