Training Correspondence by Reinforcing Intermediate and Verbal Behavior

Paniagua, Freddy A.; Stella, M. Elizabeth; Holt, Wilma J.; Baer, Donald M.; C, Etzel Barbara

doi:10.1300/j019v04n02_14

Cited by 10 publications

(5 citation statements)

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“…A reinforcer could be placed anywhere along this chain (after promise, intermediate response, do, or report). Delivering reinforcers at certain points in the chain might produce more correspondence than at other points (see also Fowler & Baer, 1981;Paniagua, Stella, Holt, Baer, & Etzel, 1982).…”

Section: Recent Researchmentioning

confidence: 99%

A review of correspondence training: Suggestions for a revival

Lloyd

2002

BEHAV ANALYST

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Doing what is promised or accurately reporting what has been done increases with correspondence training. Early research showed that training produced positive correlations between saying and doing, but did not always produce useful generalized correspondence to new, untrained say-do sequences (Baer, 1990). Recent research (reviewed here in detail) questioned early procedures and introduced new issues: functional criteria, functional verbal responses, baseline measures, and response chains in correspondence training. Correspondence research was almost abandoned after 1992. This review suggests new procedures and directions to revive this important research area. Specific suggestions are to combine correspondence procedures with similar features from ongoing research in compliance and self-instruction; consider important guidelines for future research derived from recent studies; consider interactions between applied and basic research with correspondence issues; compare correspondence between different participant cohorts; examine the use of descriptive and functional terms; examine punishment procedures; and provide a behavioral analysis of the relations between verbal and nonverbal behaviors related to correspondence.

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Section: Recent Researchmentioning

confidence: 99%

A review of correspondence training: Suggestions for a revival

Lloyd

2002

BEHAV ANALYST

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“…This study investigated an approach that has not previously been reported with hyperactive children: correspondence training (Israel, 1978;Karlan & Rusch, 1982). Basic research in the area of correspondence training suggests that correspondence procedures can produce rapid changes in nonverbal (target) behavior by strengthening the appropriate verbal-nonverbal relationship (Baer, Williams, Osnes, & Stokes, 1984;Israel, 1973;Israel & Brown, 1977;Israel & O'Leary, 1973;Paniagua, Stella, Holt, Etzel, & Baer, 1982;Risley & Hart, 1968;Rogers-Warren & Baer, 1976;Williams & Stokes, 1982). Several investigators have emphasized the clinical effects of correspondence training (e.g., Baer, Osnes, & Stokes, 1983;Brodsky, 1968;Finney, Russo, & Cataldo, 1982;Jewett & Clark, 1979;Keogh, Burgio, Whitman, & Johnson, 1983;Paniagua, 1985;Wacker & Greenebaum, 1984;Whitman, Scibak, Buttler, Richter, & Johnson, 1982).…”

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confidence: 99%

Management of hyperactive children through correspondence training procedures: A preliminary study

Paniagua

1987

Behavioral Interventions

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This study examined the clinical effects of correspondence training procedures in the management of three hyperactive boys between the ages of seven and 10 years. Two subjects were intervened with the "reinforcement of corresponding reports" procedure: reports about the inhibition of hyperactivity (inattention and overactivity) were reinforced only if they corresponded with the actual inhibition of hyperactivity. The "reinforcement set up contingent upon promises" procedure was used with the third subject: the reinforcer was set up (or displayed) contingent on the patient's promises about the inhibition of hyperactivity in the immediate future, and delivered contingent upon fulfillment of the promise (actual inhibition of hyperactivity). These interventions were programmed in a multipie baseline design across two subjects and a multiple baseline design across two behaviors. A changing-criterion design was also used with all subjects: the nonoccurrence of hyperactivity had to be observed across a pre-established criterion level for the actual delivery of the reinforcer. Consistently higher levels of correspondence occurred during treatment, relative to baseline observations. The results also demonstrated the generalization and maintenance of treatment effects. The use of correspondence training as a potential alternative in the development of hyperactive children's self-control is discussed.

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“…To date, research in correspondence training has investigated mediating verbalizations across brief periods of time or within a proximal setting (e.g., Paniagua, Stella, Holt, Baer, & Etzel, 1982). In the study reported here, we analyzed training parameters leading to antecedent verbal control of untrained behaviors remote in time and across settings, using a correspondence training strategy in which the interval between children's verbalizations and correspondence opportunities was systematically increased within the preschool.…”

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confidence: 99%

Preparation for Effective Self‐regulation: The Development of Generalized Verbal Control

Guevremont

Osnes

Stokes

1986

J of App Behav Analysis

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A correspondence training procedure was used to develop consistency between children's verbalizations and their subsequent behavior across increasingly remote settings and time. The interval of time between the verbalizations and the opportunity to engage in several target behaviors was systematically increased across four preschool settings. Probes of generalized verbal control of home behaviors were conducted throughout training and showed that generalization was obtained in the absence of any salient externally imposed contingencies after the children had reliably come under the control of verbalizations about preschool behaviors.

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Training Correspondence by Reinforcing Intermediate and Verbal Behavior

Cited by 10 publications

References 0 publications

A review of correspondence training: Suggestions for a revival

A review of correspondence training: Suggestions for a revival

Management of hyperactive children through correspondence training procedures: A preliminary study

Preparation for Effective Self‐regulation: The Development of Generalized Verbal Control

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