Teaching Verbal Behavior to Children with Autism Spectrum Disorders

LaFrance, Danielle L.; Miguel, Caio F.

doi:10.1007/978-1-4939-0401-3_16

Cited by 15 publications

(16 citation statements)

References 126 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Significantly more children in the IBT group than in the other two groups had IQ, language, and adaptive behavior test scores that increased by at least one standard deviation from intake to final assessment. (p. 3326) The fact that intensive behavior-analytic interventions produce significant gains in language is consistent with other research showing the effectiveness of the application of a behavioranalytic theory to teaching language -based largely on Skinner's (1957) analysis of verbal behavior -to children with language deficits (see Carr & Miguel, 2013;LaFrance & Miguel, 2014).…”

Section: Applying Behavior-analytic Theorysupporting

confidence: 83%

Uma perspectiva analítico-comportamental do desenvolvimento

Schlinger¹

2019

Rev. Bras. Ter. Comp. Cogn.

View full text Add to dashboard Cite

Neste artigo, descrevo como minha perspectiva analítico-comportamental da infância e do desenvolvimentoinfantil evoluiu como uma teoria analítico-comportamental do desenvolvimento. Começo descrevendo comominha abordagem para o ensino do desenvolvimento infantil mudou de um foco na análise do comportamentopara o ensino de habilidades de pensamento crítico que possibilitariam aos estudantes avaliar a pesquisa e ateoria tradicional de desenvolvimento, tornando uma perspectiva analítico-comportamental mais atrativa.Descrevo as habilidades de pensamento crítico que ensino aos estudantes, como a falácia nominal, raciocíniocircular, a reificação e a parcimônia. Contrasto a abordagem tradicional de pesquisa e teoria dodesenvolvimento infantil com a abordagem analítico-comportamental. Em particular, aponto as diferençasentre os delineamentos experimentais entre-sujeitos utilizados por pesquisadores do desenvolvimento e osdelineamentos intrassujeito usados pelos analistas do comportamento, em termos de validade interna e externa,e sua implicação para a construção da teoria. Argumento que, por ser indutiva e derivada de décadas depesquisa experimental, a teoria analítico-comportamental é o melhor caminho para alcançar os objetivos depredição, controle e compreensão, podendo gerar tecnologias mais promissoras de mudança docomportamento.

show abstract

Section: Applying Behavior-analytic Theorysupporting

confidence: 83%

Uma perspectiva analítico-comportamental do desenvolvimento

Schlinger¹

2019

Rev. Bras. Ter. Comp. Cogn.

View full text Add to dashboard Cite

show abstract

“…As hierarchical naming seems to be required for the emergence of Visual Categorization and possibly other skills, it may be important to assess whether normed language tools can predict the presence of this type of naming, and whether certain scores can predict the use of listener or speaker training to generate derived categorization. If test scores show the absence of naming, then clinicians should make efforts to directly assess (Delfs & Frampton, 2014), and if needed, establish a generalized naming repertoire prior to teaching categorization (Greer & Ross, 2008;LaFrance & Miguel, 2014). Although additional replications are necessary, the current study describes a practical way in which clinicians may teach novel categorization to children with autism (see Miguel & Petursdottir, 2009).…”

Section: Discussionmentioning

confidence: 87%

A further evaluation of the effects of listener training on derived categorization and speaker behavior in children with autism

Lee

Miguel

Darcey

et al. 2015

Research in Autism Spectrum Disorders

Self Cite

View full text Add to dashboard Cite

“…Future studies should investigate whether intraverbal naming is necessary or sufficient to establish and maintain responding during equivalence (symmetry and transitivity) tests. This information will not only serve to refine our experimental model of meaning and symbolic behavior (Sidman 1994) but also to generate verbal behavior technologies to teach equivalence-type responding to individuals with developmental disabilities (LaFrance and Miguel 2014;Miguel and Petursdottir 2009). …”

Section: Discussionmentioning

confidence: 99%

Training Intraverbal Naming to Establish Matching-to-Sample Performances

Santos

Lindı́n

Miguel

2015

Analysis Verbal Behav

Self Cite

View full text Add to dashboard Cite

The current study evaluated whether training intraverbal naming would be sufficient to establish visual-visual matching-to-sample (MTS) performances in college students. In the first experiment, we used a multiple-probe design across stimulus sets to assess whether six participants could match arbitrary visual stimuli (AB) after learning to tact their two experimentally defined classes (A' and B') and then intraverbally relate their names (i.e., BA' goes with B'^). All participants matched the stimuli accurately after training, as well as emitted the trained intraverbals. In the second experiment, we used a multiple baseline design across four participants to assess whether the same training would produce bi-directional intraverbals in the form of BB' goes with A',^and MTS performance consistent with symmetry (BA). All participants responded accurately during matching and intraverbal tests. Across both experiments, participants stated the trained intraverbals while performing the matching task. Results showed that MTS performance can be established solely by verbal behavior training.

show abstract

Teaching Verbal Behavior to Children with Autism Spectrum Disorders

Cited by 15 publications

References 126 publications

Uma perspectiva analítico-comportamental do desenvolvimento

Uma perspectiva analítico-comportamental do desenvolvimento

A further evaluation of the effects of listener training on derived categorization and speaker behavior in children with autism

Training Intraverbal Naming to Establish Matching-to-Sample Performances

Contact Info

Product

Resources

About