Increasing Spontaneous Verbal Responding in Autustic Children Using a Time Delay Procedure

Charlop, Marjorie H.; Schreibman, Laura; Thibodeau, Marie Garrison

doi:10.1901/jaba.1985.18-155

Cited by 223 publications

(191 citation statements)

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“…Such procedures often entail presenting a preferred item while simultaneously asking the individual, "What do you want?" vocally prompting a correct response, reinforcing correct responses with access to the requested item, and using constant or graduated time delay procedures to fade the vocal prompt (e.g., Charlop, Schreibman, & Thibodeau, 1985;Drash, High, & Tudor, 1999;Shafer, 1994;Simic & Bucher, 1980). It is important that an economic and efficient instruc-tional protocol be adopted, particularly when teaching language skills to adults with severe disabilities.…”

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confidence: 99%

Expanding Vocal Requesting Repertoires via Relational Responding in Adults with Severe Developmental Disabilities

Halvey¹,

Rehfeldt

2005

Analysis Verbal Behav

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We gratefully acknowledge two anonymous reviewers for helpful comments on an earlier version. This project constituted the master's thesis of the first author in the Behavior Analysis and Therapy program at Southern Illinois University, completed under the supervision of the second author. We thank Franklin-Williamson Human Services, Inc., in West Frankfort, IL. We also thank Autumn Kaufman, Rocio Rosales, Pam Tibbetts, and Megan Ziomek for assistance with the reliability data.Address Editorial Correspondence to Ruth Anne Rehfeldt, Ph.D., Mail code 4609, Rehabilitation Institute, Rehabilitation Services Program, Southern Illinois University, Carbondale, IL 62901-4609; email: rehfeldt@siu.edu.The purpose of this project was to demonstrate untrained vocal requests in three adults with severe developmental disabilities. Specifically, we evaluated whether a history of reinforced relational responding would give rise to untrained vocal requests for novel items. Participants were first taught to request preferred items using their category names. They were then taught conditional discriminations between pictures of preferred items that were categorically related. Finally, participants were tested for their abilities to request items that had not been originally presented during request training, using their category names. All participants demonstrated untrained requests, and for some participants, changes in the mand repertoire were accompanied by changes in the tact repertoire. Some participants also showed generalization of skills across settings.

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confidence: 99%

Expanding Vocal Requesting Repertoires via Relational Responding in Adults with Severe Developmental Disabilities

Halvey¹,

Rehfeldt

2005

Analysis Verbal Behav

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“…Other studies reporting the use of reinforcement procedures to bolster grammaticality also appeared around this time (e.g., H. B. Clark & Sherman, 1975;Garcia, 1974;Garcia & Batista-Wallace, 1977;Garcia, Guess, & Byrnes, 1973;Hester & Hendrickson, 1977;Heward & Eachus, 1979;Martin, 1975;Sailor, 1971;StevensLong & Rasmussen, 1974) and during the ensuing decades (e.g., Charlop, Schreibman, & Thibodeau, 1985;Chase, Ellenwood, & Madden, 2008;Greer & Yuan, 2008;Hernandez, Hanley, & Ingvarsson, 2007;Secan, Egel, & Tilley, 1989;Whitehurst & ValdezMenchaca, 1988;Wulfert & Hayes, 1988).…”

Section: Mythmentioning

confidence: 93%

Three Myths from the Language Acquisition Literature

Schoneberger

2010

Analysis Verbal Behav

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Three popular assertions have hindered the promotion of an empiricist approach to language acquisition: (a) that Brown and Hanlon (1970) claimed to offer data that parents do not reinforce their children's grammaticality; (b) that Brown and Hanlon also claimed to offer data that parents do not provide negative evidence (i.e., corrective feedback) for ungrammaticality; and (c) that Gold (1967) claimed to offer a formal proof showing that, without negative evidence, a child cannot acquire a language solely from environmental input. In this paper I offer introductory comments on the nature-nurture distinction (including interactionism, and the nativists' claim to have found a gene for language). Next I debunk the three aforementioned assertions by arguing that the authors (Brown & Hanlon; Gold) never made the claims attributed to them; review evidence on the role of reinforcement and corrective feedback in language acquisition; and offer some concluding comments.

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“…This was influenced directly by the work by Skinner (1968Skinner ( /1972. The discrete trial teaching procedure (DTT), which greatly defines the interventions at LAPITEA has been documented along the years in several manuals based on scientific research concerning developmental delays (Alwell, Hunt, Goetz, & Sailor, 1989;Barbera, 2007;Charlop-Christy & Carpenter, 2000;Charlop, Schreibman & Thibodeau, 1985;Charlop & Trasowech, 1991;Charlop & Walsh, 1986;Gee, Graham, Goetz, Oshima, & Yoshioka, 1991;Greer & Ross, 2008;Matos, 2016;Richman, 2001;Sundberg & Partington, 1998) and is based on givingseveral opportunities to respond (massed trials). However, the D. C. de Matos, P. G. S. de Matos Psychology need to conduct both DTT in a more structured environment as well as more naturalistic teaching during the day-to-day of individuals with autism in less restricted environments is advised (Sundberg & Partington, 1998).…”

Section: C De Matos P G S De Matos Psychologymentioning

confidence: 99%

Assessment, Intervention and Consulting in School Psychology in Children with Autism: LAPITEA Laboratory in Brazil

Matos¹,

Matos²

2017

PSYCH

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This paper presents an experience report on the implementation of the Assessment, Research and Intervention in Autism Spectrum Disorder Laboratory-LAPITEA-in a Brazilian University. The Laboratory aims to develop assessment and intervention methods for children with autism in order to establish social skills such as language, communication, imitation, motor and school repertoires, such as reading and writing, based on a multi-methodological proposal that integrates three different dimensions coming from the science of Psychology: Psychological Evaluation; Applied Behavior Analysis; and consulting and collaboration in School Psychology. The implementation of LAPITEA went through four major steps: 1) selection of children referred by NGOs from parents of individuals with autism; 2) psychological assessment for mapping children's impaired skills; 3) psychological interventions in Applied Behavior Analysis for the teaching of language and related skills; and 4) monitoring of school inclusion of children with autism through counseling in school psychology to Brazilian elementary and middle schools. It is the focus of this article to describe the characteristics that integrate each one of the stages, including the theoretical-methodological foundation and the operationalization of the dimensions of action. Currently, eleven children are attended in the Laboratory and all show evolution with the proposal of teaching and educational accompaniment offered. The current configuration of advances in school inclusion policies in Brazil encourages the accessibility of the autistic student to the formal education system, from elementary to higher education. These aspects stimulate initiatives by Universities to create teaching, research and extension spaces that seek to corroborate with treatment and follow-up actions in school inclusion with the individual with autism and

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Increasing Spontaneous Verbal Responding in Autustic Children Using a Time Delay Procedure

Cited by 223 publications

References 35 publications

Expanding Vocal Requesting Repertoires via Relational Responding in Adults with Severe Developmental Disabilities

Expanding Vocal Requesting Repertoires via Relational Responding in Adults with Severe Developmental Disabilities

Three Myths from the Language Acquisition Literature

Assessment, Intervention and Consulting in School Psychology in Children with Autism: LAPITEA Laboratory in Brazil

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