Analysis of Verbal Behavior最新文献_第2页

A Treatment Evaluation of Successive and Simultaneous Visual Stimulus Presentation During Tact Training with Children with Autism 自闭症儿童机智训练中连续和同时视觉刺激呈现的治疗评价

Analysis of Verbal Behavior Pub Date : 2023-09-21 DOI: 10.1007/s40616-023-00192-1

Adrienne O’Neil, Sara K. Sato, Caio F. Miguel, Megan R. Heinicke, Jason C. Vladescu

引用次数: 0

The Use of Matrix Training to Teach Color–Shape Tacts Through Telehealth 利用矩阵训练通过远程医疗教颜色形状技巧

Analysis of Verbal Behavior Pub Date : 2023-09-12 DOI: 10.1007/s40616-023-00193-0

Jessica A. Osos, Thomas S. Higbee, Nicholas A. Lindgren, Vincent E. Campbell

引用次数: 0

Comparing Manipulations to Enhance Stimulus Salience during Intraverbal Training. 静脉训练中提高刺激显著性的手法比较

IF 0.7

Analysis of Verbal Behavior Pub Date : 2023-08-31 eCollection Date: 2024-12-01 DOI: 10.1007/s40616-023-00190-3

Mary Halbur, Tiffany Kodak, Jessi Reidy, Samantha Bergmann

引用次数: 0

The Tact is Being Emitted by the Child: Replicating and Extending Parity Research with English-Speaking, Typically Developing Children. 机智是由孩子发出的:复制和扩展对讲英语的典型发育儿童的平等研究

IF 0.7

Analysis of Verbal Behavior Pub Date : 2023-07-18 eCollection Date: 2024-12-01 DOI: 10.1007/s40616-023-00188-x

Samantha Bergmann, Tiffany Kodak

{"title":"The Tact is Being Emitted by the Child: Replicating and Extending Parity Research with English-Speaking, Typically Developing Children.","authors":"Samantha Bergmann, Tiffany Kodak","doi":"10.1007/s40616-023-00188-x","DOIUrl":"10.1007/s40616-023-00188-x","url":null,"abstract":"Parity is one source of automatic reinforcement that increases the probability of verbal behavior that conforms to models provided by the verbal community. Parity as a conditioned reinforcer could explain the acquisition of grammar in the absence of direct, explicit reinforcement. This possibility has been explored in previous research on children's use of tacts with passive-voice autoclitic frames. In this study, we assessed the effects of modeling on the emission of passive-voice autoclitic frames using a pre- and post-test design with multiple training and testing phases. Thirteen children, aged 3 to 5 years, participated in the study and were randomly assigned to either a control, model-only, or model-plus-vocal-imitation group. None of the participants in the control group emitted tacts with passive-voice autoclitic frames. Eighty percent of the participants in the model-only and model-plus-vocal-imitation groups emitted passive-voice autoclitic frames, but the degree of change varied across participants. We measured whether participants attempted to echo the experimenter's passive-voice model in training, and participants in the model-only condition were much more likely to echo the model than participants in the model-plus-vocal-imitation group; nevertheless, participants in the model-plus-vocal-imitation group emitted more tacts with passive-voice autoclitic frames during testing phases. We discuss the results and mechanisms, including parity, which may account for these differences.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"1 1","pages":"153-176"},"PeriodicalIF":0.7,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11926302/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41527249","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

Teaching the Function of Auditory Stimuli Using Secondary Target Instruction. 运用二次目标教学法教授听觉刺激功能

IF 0.7

Analysis of Verbal Behavior Pub Date : 2023-07-10 eCollection Date: 2024-12-01 DOI: 10.1007/s40616-023-00189-w

Elisa Alban, Lauren K Schnell-Peskin, April N Kisamore, Casey L Nottingham, Zoe Sideras

{"title":"Teaching the Function of Auditory Stimuli Using Secondary Target Instruction.","authors":"Elisa Alban, Lauren K Schnell-Peskin, April N Kisamore, Casey L Nottingham, Zoe Sideras","doi":"10.1007/s40616-023-00189-w","DOIUrl":"10.1007/s40616-023-00189-w","url":null,"abstract":"It is important for children to learn to identify safety stimuli in their environment; however, there has been limited research in the field of behavior analysis related to effective and efficient strategies for teaching these skills to children with autism spectrum disorder (ASD). Although previous research has demonstrated the effectiveness of using secondary targets to teach tacts of visual stimuli, little research has evaluated procedures to teach children with ASD to tact auditory stimuli. The purpose of this study was to teach individuals with ASD the function of auditory safety stimuli using secondary target instruction across two different instructional arrangements (Condition 1-Single Presentation and Condition 2-Re-presentation). Sessions to mastery and total training time were used to evaluate the efficiency of procedures. The results showed that participants learned all primary targets that were directly taught and that the secondary targets emerged in the absence of direct teaching in both conditions. Results also suggested that Condition 1-Single Presentation, resulted in more efficient learning across target sets for both participants, with one exception.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":" ","pages":"306-325"},"PeriodicalIF":0.7,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11925817/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46832196","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 Telehealth-Based Instruction with or without Instructive Feedback. 基于远程健康的教学与无指导性反馈的比较。

IF 0.7

Analysis of Verbal Behavior Pub Date : 2023-05-23 DOI: 10.1007/s40616-023-00185-0

Vincent E Campbell, Thomas S Higbee, Jessica A Osos, Nicholas A Lindgren, Lauren B Ceriano

{"title":"A Comparison of Telehealth-Based Instruction with or without Instructive Feedback.","authors":"Vincent E Campbell, Thomas S Higbee, Jessica A Osos, Nicholas A Lindgren, Lauren B Ceriano","doi":"10.1007/s40616-023-00185-0","DOIUrl":"10.1007/s40616-023-00185-0","url":null,"abstract":"Language delays are commonly displayed by children on the autism spectrum. To help facilitate the development of verbal behavior, practitioners often implement intensive one-on-one, face-to-face instruction. However, the COVID-19 pandemic hindered typical face-to-face service delivery and caused practitioners to assess alternative approaches to facilitate clients' continued progress. Instructive feedback (IF) is one teaching strategy to enhance instruction or make it more efficient. During this teaching procedure, instructors provide formal teaching of target responses and embed demonstrations of secondary target responses within sequences of instruction. In the current study, we investigated the efficacy of IF provided within telehealth instruction. Four participants on the autism spectrum participated in the study. Participants received two forms of telehealth instruction that targeted speaker-responding. The first form consisted of discrete trial instruction (DTI), and the second form combined DTI with IF. These results indicate that both forms of instruction improved speaker-responding of primary targets for all participants. Additionally, a secondary analysis of secondary targets indicated that two of the four participants acquired some secondary targets. These results suggest that including IF within DTI might be beneficial for some participants receiving DTI via telehealth.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":" ","pages":"1-19"},"PeriodicalIF":0.7,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10205031/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9716488","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

Stimulus Clarity and the Emission of Descriptive Autoclitics. 刺激清晰性和描述性自政治学的发射。

IF 0.5

Analysis of Verbal Behavior Pub Date : 2023-04-14 eCollection Date: 2023-06-01 DOI: 10.1007/s40616-023-00184-1

Thom Ratkos, Aubrey McFayden, Anne Small

引用次数: 0

Revisiting Topography-Based and Selection-Based Verbal Behavior. 基于地形和基于选择的言语行为

IF 0.5

Analysis of Verbal Behavior Pub Date : 2023-03-29 eCollection Date: 2023-12-01 DOI: 10.1007/s40616-023-00182-3

Anna Ingeborg Petursdottir, Einar T Ingvarsson

引用次数: 0

The Establishment of Incidental Bidirectional Naming through Multiple Exemplar Instruction: a Systematic Replication. 通过多范例教学建立附带双向命名：系统复制。

IF 0.5

Analysis of Verbal Behavior Pub Date : 2023-03-28 eCollection Date: 2023-06-01 DOI: 10.1007/s40616-023-00181-4

Jessica S Yoon, R Douglas Greer, Maninder Virk, Daniel M Fienup

{"title":"The Establishment of Incidental Bidirectional Naming through Multiple Exemplar Instruction: a Systematic Replication.","authors":"Jessica S Yoon, R Douglas Greer, Maninder Virk, Daniel M Fienup","doi":"10.1007/s40616-023-00181-4","DOIUrl":"10.1007/s40616-023-00181-4","url":null,"abstract":"Although many neurotypical children acquire untaught word-object relations incidentally from naturally occurring environmental experiences, many children with and without developmental disabilities require specific intervention. This study examined the effects of rotating listener (match and point) and speaker (tact and intraverbal-tact) responses with added echoics during multiple exemplar instruction (MEI) with training sets of stimuli on the acquisition of Incidental Bidirectional Naming (Inc-BiN). Listener-speaker MEI procedures reported in Hawkins et al. European Journal of Behavior Analysis, 10(2), 265-273, (2009) were replicated with procedural modification, new instructors, and new participants (four preschoolers with and without disabilities). The listener-speaker MEI with added echoics consisted of rotating across four response operants: match-with-echoics, point-with-echoics, tact, and intraverbal-tact responses. We measured the establishment of Inc-BiN through the number of the correct untaught listener (point) and untaught speaker (intraverbal-tact) responses for untaught stimuli during the listener-speaker MEI with added echoics. We found that listener-speaker MEI with added echoics was effective in establishing Inc-BiN for 3 of 4 participants.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"39 1","pages":"86-98"},"PeriodicalIF":0.5,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10313582/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10121819","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

Verbal Behavior Analysis of Teaching Story Recall to Children with Autism: A Replication and Extension. 自闭症儿童故事回忆教学的言语行为分析：一种复制和扩展。

IF 0.5

Analysis of Verbal Behavior Pub Date : 2023-03-24 eCollection Date: 2023-06-01 DOI: 10.1007/s40616-023-00183-2

Daniel E Conine, Lisa A Guerrero, Erica Jones-Thomas, Sarah E Frampton, Timothy R Vollmer, Tina Smith-Bonahue

{"title":"Verbal Behavior Analysis of Teaching Story Recall to Children with Autism: A Replication and Extension.","authors":"Daniel E Conine, Lisa A Guerrero, Erica Jones-Thomas, Sarah E Frampton, Timothy R Vollmer, Tina Smith-Bonahue","doi":"10.1007/s40616-023-00183-2","DOIUrl":"10.1007/s40616-023-00183-2","url":null,"abstract":"Children with autism spectrum disorder (ASD) may struggle with verbal behavior related to recall in various contexts. However, relatively little research has evaluated methods for improving recall among this population, and even fewer from a verbal behavior perspective. One socially important set of skills that relies upon a behavioral repertoire of recall is applied reading skills, such as reading comprehension and story recall. Valentino et al. (2015) designed an intervention package to teach children with ASD to recall short stories and conceptualized the behavior as an intraverbal chain. The present study replicated and extended that study with three school-aged children with ASD using a multiple baseline design across stories. For some participants and some stories, story recall was mastered under less intensive intervention conditions than in the previous study. When it was necessary to implement the full intervention package, the effects largely replicated previous research. Improvements in recall were correlated with increases in correct answers to comprehension questions. These data have important implications for clinicians and educators providing reading and recall interventions to children with ASD. Results also have theoretical implications for verbal behavior accounts of memory and recall, and suggest several possible avenues for future research.Supplementary information: The online version contains supplementary material available at 10.1007/s40616-023-00183-2.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"39 1","pages":"118-145"},"PeriodicalIF":0.5,"publicationDate":"2023-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10313610/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10121821","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