“Spontaneous” transfer of stimulus control from tact to mand contingencies

Sigafoos, Jeff; Reichle, Joe; Doss, Scott; Hall, Kristi; Pettitt, Lisa M.

doi:10.1016/0891-4222(90)90033-5

Cited by 56 publications

(61 citation statements)

References 15 publications

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“…Their results demonstrated that learners would sometimes emit trained mands during untrained response chains (i.e., novel stimuli), and vice versa. Similar results were reported by Sigafoos, Doss, and Reichle (1989) and Sigafoos et al, (1990).…”

Section: Establishing Performance Across Untrained Stimulus Conditionssupporting

confidence: 91%

“…During training they periodically assessed the learners' ability to tact the items and select them when given the verbal labels. After (Sigafoos, Doss, & Reichle, 1989;Sigafoos et al, 1990), it would seem important to be aware of the potentially independent controlling variables and relationships, which may affect responding under different conditions. It may not be reasonable to expect such "generalization" in all instances, particularly early in a training sequence.…”

Section: Establishing Performance Across Untrained Stimulus Conditionsmentioning

confidence: 99%

“…For example, Hall and Sundberg (1987), Lamarre and Holland (1985), and Sigafoos, Reichle, Doss, Hall, and Pettitt (1990) have demonstrated that responses acquired under tact contingencies will not always be demonstrated under appropriate mand contingencies, at least without prior development of a minimal mand repertoire (Sigafoos et al, 1990) (see Oah & Dickinson, 1989, for further review). Other studies have focused on transferring control of echoic and tact responses to other contingencies, in order to develop basic intraverbal repertoires (Braam & Poling, 1983;Luciano, 1986;Watkins, Pack-Teixteira, & Howard, 1989).…”

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confidence: 99%

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Establishing verbal repertoires: Toward the application of general case analysis and programming

O’Neill

1990

Analysis Verbal Behav

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A great deal of clinical and experimental work in past decades has focused on establishing functional verbal repertoires that are used across various settings and situations by persons with moderate and severe disabilities. Such work has not always involved a careful analysis and programming approach for structuring training to achieve the desired range of stimulus control relationships. General case analysis and programming procedures, which are based on behavior analytic and Direct Instruction principles and techniques, have proven effective in recent years for teaching a variety of community-based skills to leamers with moderate and severe disabilities. This paper outlines the general case process and discusses its application to establish verbal repertoires.

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Section: Establishing Performance Across Untrained Stimulus Conditionssupporting

confidence: 91%

Section: Establishing Performance Across Untrained Stimulus Conditionsmentioning

confidence: 99%

mentioning

confidence: 99%

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Establishing verbal repertoires: Toward the application of general case analysis and programming

O’Neill

1990

Analysis Verbal Behav

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“…However, these studies subsequently demonstrated emergent responding through the use of transfer-of-stimulus-control procedures (Partington et al, 1994), exemplar training (Hall & Sundberg, 1987;Sigafoos et al, 1990), or multiple exemplar training (Nuzzolo-gomez & greer, 2004). In general, these studies showed that emergent responding was demonstrated following specific training procedures to transfer control from the trained to the untrained operant.…”

mentioning

confidence: 99%

“…Directly trained dependence refers to performances that indicate an initial lack of untaught mand or tact emergence following training in the other operant (Hall & Sundberg, 1987;Nuzzolo-gomez & greer, 2004;Partington, Sundberg, Newhouse, & Spengler, 1994;Sigafoos, Reichle, Doss, Hall, & Pettitt, 1990). However, these studies subsequently demonstrated emergent responding through the use of transfer-of-stimulus-control procedures (Partington et al, 1994), exemplar training (Hall & Sundberg, 1987;Sigafoos et al, 1990), or multiple exemplar training (Nuzzolo-gomez & greer, 2004).…”

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confidence: 99%

Establishing Mand Emergence: The Effects of Three Training Procedures and Modified Antecedent Conditions

Egan

Barnes‐Holmes

2010

Psychol Rec

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Skinner's (1957) theory of verbal behavior categorized several classes of verbal operants according to the antecedent and consequential controlling variables unique to each operant. Since that time, two of these verbal operants, the mand and the tact, have been examined closely in the behavioral research literature.Skinner (1957) defined mand as a verbal response evoked by conditions of deprivation or aversive stimulation in which the response is followed by a characteristic consequence. Michael (1982) referred to these preceding conditions as establishing operations (EO) and further refined the concept to include any environmental changes that alter the value of the consequence in mand operants. Mands have been distinguished from other verbal operants based on (a) the presence of EOs as a primary controlling variable and (b) the characteristic consequence following the response. Tacts were defined as verbal responses evoked by nonverbal discriminative stimuli followed by generalized reinforcement (Skinner, 1957).According to Skinner (1957), the controlling variables defining each of these verbal operants made them functionally independent. Therefore,

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Recent advances in the modification of establishing operations to reduce aberrant behavior

Wilder

Carr

1998

Behav. Intervent.

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The term establishing operation (EO) refers to an event that alters the reinforcement effects of a particular stimulus. Although EOs have received more attention in the basic, non‐human literature, reports of EO manipulations in the treatment of aberrant behavior are increasingly appearing. We discuss EO interventions for behaviors maintained by social positive reinforcement (e.g., noncontingent reinforcement), social negative reinforcement (e.g., noncontingent escape, curricular revision, demand fading), and automatic reinforcement (e.g., environmental enrichment, noncontingent stimulation, reduced aversive stimulation). Suggestions for future research concerning both specific EO interventions and the general manipulation of EOs as a behavior‐change technique are provided. © 1998 John Wiley & Sons, Ltd.

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“Spontaneous” transfer of stimulus control from tact to mand contingencies

Cited by 56 publications

References 15 publications

Establishing verbal repertoires: Toward the application of general case analysis and programming

Establishing verbal repertoires: Toward the application of general case analysis and programming

Establishing Mand Emergence: The Effects of Three Training Procedures and Modified Antecedent Conditions

Recent advances in the modification of establishing operations to reduce aberrant behavior

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