Token Reinforcement of Verbal Responses Controlled by Temporally Removed Verbal Stimuli

Mason, Lee; Davis, Donald W.; Andrews, Alonzo

doi:10.1007/s40616-015-0032-4

Cited by 7 publications

(3 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A total of 36% (n = 13) of studies reported using an echoic prompt, manual prompt, or gestures to teach the target response. Four studies reported using a picture to prompt the correct response (Contreras & Betz, 2016;Feng et al, 2015;Goldsmith, LeBlanc, & Sautter, 2007;May, Hawkins, & Dymond, 2013), one study reported using manual guidance to prompt the selection of a correct intraverbal on a speech-generating device (Lorah, Karnes, & Speight, 2015), one study reported using both an echoic and textual prompt (Carnett & Ingvarsson, 2016), and three studies did not report using a prompt (Lerman et al, 2005;Mason, Davis, & Andrews, 2015;Valentino & Shillingsburg, 2011).…”

Section: Types Of Instructional Proceduresmentioning

confidence: 99%

Intraverbal Training for Individuals with Autism: The Current Status of Multiple Control

Stauch

LaLonde

Plavnick

et al. 2017

Analysis Verbal Behav

View full text Add to dashboard Cite

Teaching complex intraverbal responding to children with autism spectrum disorder (ASD) can be challenging and often requires careful programming. Divergent and convergent multiple control are particularly important elements to incorporate into intraverbal training programs, as well as procedures to ensure responding is under control of both discriminative and conditional vocal verbal stimuli. The current study systematically reviewed research articles on intraverbal training methods for individuals with ASD published and available from 2005 to 2016. The purpose of the review was to assess the extent to which divergent and convergent control was incorporated into training and to determine whether systematic instruction ensured correct verbal conditional discriminations. Thirty-six studies met inclusion criteria and were included in this reviewed. A total of 5 studies taught intraverbal responding under divergent control and 21 taught responding under convergent control. Two studies sufficiently described procedures to ensure accurate verbal conditional discriminations across trials. The results highlight the need for additional research on systematic teaching procedures for complex intraverbal repertoires.

show abstract

Section: Types Of Instructional Proceduresmentioning

confidence: 99%

Intraverbal Training for Individuals with Autism: The Current Status of Multiple Control

Stauch

LaLonde

Plavnick

et al. 2017

Analysis Verbal Behav

View full text Add to dashboard Cite

show abstract

“…O.V.Meleshkevich, Y.M.Erts write that this method is focused primarily on the specific problems and opportunities of a child, which allows using individual approach in the work with autistic children. The effectiveness of this approach in working with children with ASD has been proven by a number of studies [8,13,15,18,24]. According to R.Leaf, the goal of behavioral intervention is to teach children skills that contribute to their development and further improve the quality of life.…”

Section: Analysis Of Effective Technologies For Working With People Wmentioning

confidence: 99%

Quality Assessment of Preschool Education of Children with Autism

Nigmatullina¹,

Dadakina²

2020

Proceedings of the International Scientific Conference "Far East Con" (ISCFEC 2020)

View full text Add to dashboard Cite

This research is devoted to the study of the effectiveness of realization of psychological and pedagogical conditions of preschool education of children with autism, which may contribute to an increase in its accessibility and quality. The purpose of this article is to assess the compliance of the quality of preschool education for children with autism with the current needs of society in relation to children of preschool age with autism spectrum disorders and families raising such children. Using a comparative analysis of scientific studies devoted to the issues of modern characteristics of the "autism" phenomenon, effectiveness of modern technologies and models of complex support for children with autism, as well as quantitative and qualitative assessment of the quality of preschool education of children with autism, we were able to identify difficulties in organizing educational conditions that take into account special educational needs of preschoolers with autism spectrum disorders and contribute to their effective and comprehensive support in terms of educational organization and successful socialization. As a result of the research, the authors created a model of education for preschoolers with autism which includes the system of early assistance to families raising children with autism, traditional and variable forms of their education, and teaching techniques. 1. Introduction

show abstract

“…Fluent speakers regularly demonstrate transfer of stimulus control within their daily verbal episodes. On the other hand, early language learners with ASD and related disorders are susceptible to sources of prepotent stimulus control that inhibit transfer (Mason, Davis, & Andrews, 2015). Such stimulus overselectivity may usurp other features of the environment from acquiring control.…”

mentioning

confidence: 99%

Referent-Based Instruction to Strengthen the Verbal Behavior of Early Learners with Autism and Related Language Disorders

Mason

Andrews

2020

Behav Analysis Practice

Self Cite

View full text Add to dashboard Cite

The current study evaluated the use of precision teaching to address the verbal behavior deficits of children with autism and other language disorders. From 2013 to 2018, a high-research-activity doctoral university in the south-central United States operated a free clinic that provided applied behavior anlaysis services to early learners in the local community. Participants received referent-based verbal behavior instruction to strengthen their functional language skills by systematically transferring stimulus control across 4 primary verbal operants: mands, echoics, tacts, and sequelics. Referent-based instruction is premised on the notion that proportionate levels of strength among these 4 operants provide the relational flexibility of naturalistic speaking observed in typical language development. This article details the language gains made by 49 participants who received 13 weeks of intervention for 90 min a day, 4 days a week. Relative strengths and weaknesses were identified in the verbal repertoire of each participant, and individualized fluency aims were subsequently developed. Results of pretest and posttest comparisons show that there was a large effect size within the verbal behavior gains of participants who received precision teaching. Implications for implementing referent-based instruction, as well as future areas of research, are discussed.

show abstract

Token Reinforcement of Verbal Responses Controlled by Temporally Removed Verbal Stimuli

Cited by 7 publications

References 8 publications

Intraverbal Training for Individuals with Autism: The Current Status of Multiple Control

Intraverbal Training for Individuals with Autism: The Current Status of Multiple Control

Quality Assessment of Preschool Education of Children with Autism

Referent-Based Instruction to Strengthen the Verbal Behavior of Early Learners with Autism and Related Language Disorders

Contact Info

Product

Resources

About