On the Functional Role of the Verbalization in Correspondence Training Procedures

Abstract

We investigated the functional role of the child's and experimenter's verbalizations in correspondence training procedures with toy play behaviors in a day-care center setting. Six children participated in a multiple baseline across responses and/or multielement design. Baseline conditions were followed by reinforcement of verbalization. This resulted in little or no change in responding, similar to findings of previous research. Experiment I isolated the child's verbalization as the variable under study. With an experimenter's prompt and postplay reinforcement held constant, the effects of including versus omitting the child's verbalization were examined. A contingency-space analysis revealed that the presence or absence of the child's verbalization exerted no influence on play with the target toy. In Experiment II, a condition in which no experimenter's prompt occurred was added. Results suggested that the complete absence of any antecedent verbalization, by child or experimenter, resulted in much lower rates of play with the target toys. Again, however, when the experimenter's prompt was included, no clear difference was noted between conditions in which the child verbalized and conditions in which the child did not. These results raise doubts about the commonly held view of correspondence training procedures as a method of promoting self-regulation.

Explicações Comportamentais Da Correspondência Dizer-Fazer

“…Lloyd (2002), em uma revisão da área, cita dois outros estudos que deram continuidade à investigação da relação entre correspondência e comportamento governado por regras. Baer et al (1988) e Weninger e buscaram investigar as diferenças dos desempenhos resultantes de um treino de aquiescência (o seguimento de regras mantido por consequências socialmente mediadas) e de um treino de correspondência. Nesses estudos, os dois tipos de treino realizados não produziram diferenças na frequência de ocorrência do comportamento não-verbal escolhido como alvo.…”

Integrating Basic and Applied Research and the Utility of Lattal and Perone's Handbook of Research Methods in Human Operant Behavior

“…As basic scientists clarify the relations between verbal and nonverbal behaviors, there seem to be immediate opportunities to refine and expand upon previous analyses of correspondence training procedures (e.g., R. A. Baer, Detrich, & Weninger, 1988;Ward & Stare, 1990).…”

“…For example, knowledge gained from analyses of rule-governed behavior could be applied to interventions that seek generalized verbal mediation performances (e.g., correspondence training; see R. A. Baer et al, 1988;Ward & Stare, 1990) and response classes made up of diverse and socially appropriate repertoires (e.g., generative toy play; see Goetz & Baer, 1973;Lalli, Zanolli, & Wohn, 1994).…”

The Role of Correspondence Training on Children’s Self-Report Accuracy across Tasks

“…The main goal of these studies was to increase or decrease the frequency of a target behavior (usually a nonverbal behavior) by reinforcing either the antecedent verbalization or the correspondence between verbal reports and subsequent behavior (Baer et al 1984(Baer et al , 1985Baer et al 1987;Baer et al 1988;Deacon and Konarski 1987;Guevremont et al 1986a;Lima and Abreu-Rodrigues 2010;Machalicek et al 2009;Risley and Hart 1968;Stokes et al 2004).…”