Analysis of Verbal Behavior最新文献

The Effects of Alternating Prompt Strategies on the Acquisition of Independent Responding. 交替提示策略对独立反应习得的影响。

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Analysis of Verbal Behavior Pub Date : 2026-07-29 eCollection Date: 2026-06-01 DOI: 10.1007/s40616-026-00232-6

Megan Ellsworth, Tatiana Pullar, Cody Morris

引用次数: 0

Effects of Antecedent and Consequence Secondary Targets on Intraverbal Teaching. 先行和后果二级目标对语内教学的影响。

IF 0.6

Analysis of Verbal Behavior Pub Date : 2026-06-08 eCollection Date: 2026-06-01 DOI: 10.1007/s40616-026-00229-1

Julian Cifuentes, Manish Goyal, Lesley A Shawler

{"title":"Effects of Antecedent and Consequence Secondary Targets on Intraverbal Teaching.","authors":"Julian Cifuentes, Manish Goyal, Lesley A Shawler","doi":"10.1007/s40616-026-00229-1","DOIUrl":"https://doi.org/10.1007/s40616-026-00229-1","url":null,"abstract":"Children diagnosed with autism spectrum disorder (ASD) may have difficulty with social interactions and communication. Thus, identifying procedures that are efficient and effective at improving communication is important. Instructive feedback (IF) is a procedure that has been found to increase communication for individuals with developmental disabilities by teaching a primary target (PT) and embedding a secondary target (ST) within the learning trial. However, different procedural configurations exist across the IF literature, which may influence its efficacy and efficiency. The purpose of this study was to compare the delivery of antecedent and consequence ST when teaching different tacts and intraverbals to a child diagnosed with ASD across multiple phases and stimulus sets. In phase 1, we compared teaching antecedent and consequence ST to no ST and found that incorporating ST resulted in better acquisition of ST compared to no ST. In phases 2 and 3, we compared only antecedent and consequence ST and showed that both conditions led to the acquisition of intraverbals; however, acquisition rates differed across conditions. Finally, in phase 3, we assessed the participant's allocation of responding between the different ST types in a concurrent-link arrangement. The participant allocated responding more to the consequence condition, which was generally more efficient at producing ST acquisition in phases 2 and 3. Possible explanations for differences in acquisition related to when ST were delivered are discussed, as well as areas for future research.Supplementary information: The online version contains supplementary material available at 10.1007/s40616-026-00229-1.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"42 1","pages":"1-25"},"PeriodicalIF":0.6,"publicationDate":"2026-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13469018/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148763479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Effect of Preference on the Acquisition of Echoics and Transfer Across Verbal Operants. 偏好对回声习得和言语操作迁移的影响。

IF 0.6

Analysis of Verbal Behavior Pub Date : 2026-04-28 eCollection Date: 2026-06-01 DOI: 10.1007/s40616-025-00225-x

Haley Sayo, Mirela Cengher

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The Use of Self-Study and Matrix Training to Teach Sign Language. 运用自学和矩阵训练进行手语教学。

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Analysis of Verbal Behavior Pub Date : 2026-04-27 eCollection Date: 2026-06-01 DOI: 10.1007/s40616-026-00228-2

Sarah E Vesely, Sarah E Frampton

{"title":"The Use of Self-Study and Matrix Training to Teach Sign Language.","authors":"Sarah E Vesely, Sarah E Frampton","doi":"10.1007/s40616-026-00228-2","DOIUrl":"https://doi.org/10.1007/s40616-026-00228-2","url":null,"abstract":"Augmentative and alternative communication (AAC) systems allow individuals with vocal speech delays to meet their wants and needs. However, when signs are used as AAC, the implementers and caregivers must also learn signs. Longo et al. Behavioral Interventions, 37(3), 713-731 (2022) found that a self-study training (SST) in which adult participants observed videos paired with text was both efficacious and efficient in teaching eight component and 16 compound signs, arranged in a matrix. We systematically replicated SST, with changes to the matrix design and targets evaluated. The dependent variables were text-sign intraverbal and sign-vocal tacts for component and compound targets. Performance in a role play condition was also evaluated before and after training. SST was implemented with three adult participants using a multiple probe design across behaviors (submatrices). For the first two participants, SST of six compound, diagonal targets led to the acquisition of 30 untrained compounds and 12 component targets across modalities (i.e., text-sign intraverbals, sign-vocal tacts, listener responses) and contexts (i.e., role play). Similar results were obtained with the third participant, though acquisition of submatrix 2 was observed following intervention with submatrix 1. These results have implications for designing training to support implementers teaching sign as AAC.Supplementary information: The online version contains supplementary material available at 10.1007/s40616-026-00228-2.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"42 1","pages":"84-108"},"PeriodicalIF":0.6,"publicationDate":"2026-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13469049/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148766148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Using Instructive Feedback to Expand Second Language of Children with Autism Spectrum Disorder. 运用指导性反馈拓展自闭症谱系障碍儿童的第二语言能力。

IF 0.6

Analysis of Verbal Behavior Pub Date : 2026-03-23 eCollection Date: 2026-06-01 DOI: 10.1007/s40616-026-00227-3

Barbara Rodriguez, Catia Cividini-Motta, Ariadna Martinez

引用次数: 0

A Pilot Study on the Effects of Visual Imagining Teaching With and Without Scenic Picture Prompts on Intraverbal Categorization with Students with Autism. 有和没有情景图片提示的视觉想象教学对自闭症学生言语内分类效果的初步研究。

IF 0.6

Analysis of Verbal Behavior Pub Date : 2026-02-12 eCollection Date: 2026-06-01 DOI: 10.1007/s40616-026-00226-4

Melanie McCarthy-Pepin, Judah B Axe

{"title":"A Pilot Study on the Effects of Visual Imagining Teaching With and Without Scenic Picture Prompts on Intraverbal Categorization with Students with Autism.","authors":"Melanie McCarthy-Pepin, Judah B Axe","doi":"10.1007/s40616-026-00226-4","DOIUrl":"https://doi.org/10.1007/s40616-026-00226-4","url":null,"abstract":"Kisamore et al. Journal of Applied Behavior Analysis, 44(2), 255-278 (2011) taught typically developing preschoolers the problem-solving strategy of visual imagining to increase intraverbal categorization (e.g., \"Tell me some animals\") responses. The visual imagining teaching involved showing the participants scenes with items to be emitted as intraverbals and instructing them to close their eyes, imagine the items, and state what they saw. The purpose of the current study was to modify and extend the procedures of Kisamore et al. to individuals with autism. In the context of a multiple probe design across categories with sessions conducted remotely, the participants demonstrated increases in intraverbal responses, in some cases with visual imagining teaching alone, and in some cases when also shown \"scenic picture prompts\" (i.e., scenes without the target items). Behavioral correlates of visual imagining were grouping responses based on trained subcategories and stating untaught items from the scenes. Future research recommendations are discussed, including conducting in-person sessions and fading the scenic picture prompts.Supplementary information: The online version contains supplementary material available at 10.1007/s40616-026-00226-4.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"42 1","pages":"44-69"},"PeriodicalIF":0.6,"publicationDate":"2026-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13469054/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148762612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Comparison of Sequential and Simultaneous Tact Instruction: A Pilot Study. 序贯式和同步式机智教学的比较：一项初步研究。

IF 0.6

Analysis of Verbal Behavior Pub Date : 2026-01-13 eCollection Date: 2026-06-01 DOI: 10.1007/s40616-025-00220-2

Tianjiao Li, Mirela Cengher, Mariéle Diniz Cortez, Caio Miguel

{"title":"A Comparison of Sequential and Simultaneous Tact Instruction: A Pilot Study.","authors":"Tianjiao Li, Mirela Cengher, Mariéle Diniz Cortez, Caio Miguel","doi":"10.1007/s40616-025-00220-2","DOIUrl":"https://doi.org/10.1007/s40616-025-00220-2","url":null,"abstract":"Over 20% of the population in the United States is bilingual, and yet limited behavior analytic research has investigated procedures that promote bilingual language acquisition. In this study, we taught two children with autism spectrum disorder (ASD) to tact pictures in English and their heritage language using sequential and simultaneous instruction procedures. We also evaluated the emergence of untrained bidirectional intraverbals, listener responses, and stimulus generalization. In the sequential instruction condition, the participant learned to tact items in one language before learning to tact the same items in a second language. In the simultaneous condition, the participant learned to tact items in two languages concurrently. Both participants' responding met the mastery criterion under the sequential instruction condition and the discontinuation criterion under the simultaneous instruction condition. Further, the highest percentage of correct emergent responding was demonstrated for listener behavior, followed by stimulus generalization and bidirectional intraverbals. This study provides a framework for future research to evaluate the efficacy and efficiency of instructional procedures for bilingual language acquisition in children with ASD.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"42 1","pages":"109-122"},"PeriodicalIF":0.6,"publicationDate":"2026-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13469057/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148762544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Comparing Human Video Modeling to Animated Video Modeling for Learners with Autism. 自闭症学习者的真人视频建模与动画视频建模的比较。

IF 0.8

Analysis of Verbal Behavior Pub Date : 2025-11-12 eCollection Date: 2025-12-01 DOI: 10.1007/s40616-025-00224-y

Christopher Bloh, Lynn Bacon, Barbara Begel, Katherine Madara, Brianna Koller

{"title":"Comparing Human Video Modeling to Animated Video Modeling for Learners with Autism.","authors":"Christopher Bloh, Lynn Bacon, Barbara Begel, Katherine Madara, Brianna Koller","doi":"10.1007/s40616-025-00224-y","DOIUrl":"10.1007/s40616-025-00224-y","url":null,"abstract":"People with autism spectrum disorder (ASD) may have difficulty responding vocally with intraverbals and physically with motor imitation during conversations. Not responding with an appropriate word coupled with an absence of body language could compromise social opportunities. The literature lists scores of studies implementing human video modeling to increase skills of people with ASD but not much research has been conducted using animated video modeling (Kellems et al., 2020). This study compared human video modeling to animated videos to teach vocal intraverbal responding along with motor imitations of facial expression and body language to eight children with ASD. Seven of the eight participants acquired the target behaviors with one or both methods to some degree. Two participants demonstrated more of the target behaviors with the human video, three demonstrated more with the animated, and little difference in learning was observed for three participants. One participant only demonstrated target behaviors following the human video and another only demonstrated target behaviors following the animated video, suggesting that both methods could be effective and neither was conclusively superior.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"41 2","pages":"262-279"},"PeriodicalIF":0.8,"publicationDate":"2025-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12711607/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145805935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Context and Meaning in Acts of Translation and Interpretation. 翻译与口译行为中的语境与意义。

IF 0.6

Analysis of Verbal Behavior Pub Date : 2025-09-15 eCollection Date: 2025-12-01 DOI: 10.1007/s40616-025-00223-z

Chiara Ferrari, Matthew Lewon

{"title":"Context and Meaning in Acts of Translation and Interpretation.","authors":"Chiara Ferrari, Matthew Lewon","doi":"10.1007/s40616-025-00223-z","DOIUrl":"10.1007/s40616-025-00223-z","url":null,"abstract":"The purpose of this paper is to provide a comprehensive behavioristic conceptual analysis of acts of translation and interpretation (ATIs) by analyzing the role of historical and current context in shared meaning/understanding among parties involved in ATIs: speakers/writers, interpreters/translators, and listeners/readers. The conventional nature of verbal behavior, and the importance of and challenges inherent to ATIs are considered first. Next, B. F. Skinner's analyses of ATIs, understanding, and meaning is summarized as a starting point for an analysis of ATIs and meaning in terms of the situations in which verbal stimuli occur. A technical definition of context is provided, and we suggest that shared meaning/understanding depends upon the extent to which the historical and current contexts in which writers/speakers and readers/listeners encounter specific topographies of verbal behavior are similar. This is then applied to ATIs, focusing on the different contextual circumstances under which translation (involving written stimuli) and interpretation (involving spoken/gestural stimuli) occur, and the implications of these for shared meaning/understanding between writers/speakers and readers/listeners in different languages in ATIs.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"41 2","pages":"179-199"},"PeriodicalIF":0.6,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12712275/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145806137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Using Concealed Public Accompaniments to Teach Individuals to Tact Intensity. 利用隐藏的公共伴奏教个人机智的强度。

IF 0.6

Analysis of Verbal Behavior Pub Date : 2025-09-02 eCollection Date: 2025-12-01 DOI: 10.1007/s40616-025-00222-0

Sandhya Rajagopal, Katie Nicholson, Marlene Hernandez, Breaunna Odume

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