Further evaluation of blocked trials to teach intraverbal responses under complex stimulus control: Effects of criterion-level probes

Haggar, Jennifer Lynn; Ingvarsson, Einar T.; Braun, Emily C.

doi:10.1016/j.lmot.2017.02.006

Cited by 7 publications

(5 citation statements)

References 22 publications

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“…Various types of supplementary stimuli have been evaluated in the literature (verbal, textual, or pictorial), though findings from Coon and Miguel (2012) suggest that the relative efficacy of different prompts is a product of the participant's learning history. More recently, transfer of stimulus control procedures have been combined with blocked trials (e.g., Haggar, Ingvarsson, & Braun, 2018;Ingvarsson, Kramer, Carp, Pétursdóttir, & Macias, 2016) and differential observing responses (e.g., Kisamore, Karsten, & Mann, 2016) to establish complex intraverbals. These studies have been essential in developing effective procedures to directly teach intraverbals or, as Palmer (2016) recently clarified, "instances in which reinforcement of contiguous or correlated usage with a verbal antecedent has been observed or can plausibly be inferred" (pp.…”

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confidence: 99%

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: 99%

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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“…We need to determine a straightforward format to concisely present the skills present and deficit. It would be useful for readers to know the participants' history with a particular procedure or skill, such as the experiments that reported participants had previously been exposed to intraverbal training (e.g., Dickes & Kodak, 2015; Ingvarsson et al., 2016) or when participants had not yet mastered verbal conditional discriminations (e.g., Haggar et al., 2018). It would also be useful to know if the participant had mastered simple intraverbals and how many were in their repertoire.…”

Section: Discussionmentioning

confidence: 99%

A systematic review of empirical intraverbal research: 2015–2020

Jennings

Vladescu

Miguel

et al. 2021

Behavioral Interventions

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The impact of Verbal Behavior (Skinner, 1957) on behavior analytic research, although not immediate, has steadily increased. Empirical investigations of verbal operants initially focused on mands and tacts, yet other operants such as intraverbals, echoics, and autoclitics have started to receive more attention. Aguirre et al. (2016) reviewed intraverbal research between 2005 and 2015. The results showed an increase in intraverbal research, with studies mostly focused on direct intraverbal training and emergent behavior. The authors noted the substantial increase in intraverbal studies assessing emergence, suggesting a subsequent brief review would be beneficial. The purpose of the current review was to replicate and extend Aguirre et al. In addition to analyzing publication trends and research emphasis, we also identified and quantified the skill sets of participants, the method and components of training, and additional procedural details. The findings show a continued increase in intraverbal research, with empirical evidence supporting prerequisite skills.

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“…Twelve studies evaluated the effects of antecedent (e.g., repeating vs. not repeating the discriminative stimulus at each prompting step; Humphreys, Polick, Howk, Thaxton, & Ivancic, 2013) or consequence (e.g., token reinforcement vs. natural contingencies; Mason, Davis, & Andrews, 2015) manipulations during intraverbal training, as well as the outcomes of different instructional formats in the acquisition of intraverbal responses (e.g., blocked trials; Haggar, Ingvarsson, & Braun, 2017). Haq et al (2015) compared intraverbal acquisition of massed and distributed trials in three children with ASD.…”

Section: Intraverbalsmentioning

confidence: 99%

Empirical Application of Skinner’s Verbal Behavior to Interventions for Children with Autism: A Review

DeSouza

Akers

Fisher

2017

Analysis Verbal Behav

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Sundberg and Michael (2011) reviewed the contributions of Skinner's (1957) Verbal Behavior to the treatment of language delays in children with autism spectrum disorder (ASD) and discussed several aspects of interventions, including mand training, intraverbal repertoire development, and the importance of using Skinner's taxonomy of verbal behavior in the clinical context. In this article, we provide an update of Sundberg and Michael's review and expand on some discussion topics. We conducted a systematic review of studies that focused on Skinner's verbal operants in interventions for children with ASD that were published from 2001 to 2017 and discussed the findings in terms of journal source, frequency, and type of verbal operant studied.

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Further evaluation of blocked trials to teach intraverbal responses under complex stimulus control: Effects of criterion-level probes

Cited by 7 publications

References 22 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

A systematic review of empirical intraverbal research: 2015–2020

Empirical Application of Skinner’s Verbal Behavior to Interventions for Children with Autism: A Review

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