Analysis of Verbal Behavior最新文献_第3页

Teaching Nonarbitrary Temporal Relational Responding in Adolescents with Autism. 自闭症青少年非任意时间关系反应教学。

IF 0.8

Analysis of Verbal Behavior Pub Date : 2024-11-11 eCollection Date: 2024-12-01 DOI: 10.1007/s40616-024-00210-w

Deirdre Barry, Jacob Neufeld, Ian Stewart

{"title":"Teaching Nonarbitrary Temporal Relational Responding in Adolescents with Autism.","authors":"Deirdre Barry, Jacob Neufeld, Ian Stewart","doi":"10.1007/s40616-024-00210-w","DOIUrl":"10.1007/s40616-024-00210-w","url":null,"abstract":"According to relational frame theory (RFT), temporal relational responding is key to important repertoires, including sequencing, ordering, planning, and time understanding. Previous studies have taught several other varieties of relational responding (e.g., comparison, deictics) but relatively little work has been done in the case of temporal relational responding. The present study aimed to assess existing temporal relational responding skills in three autistic adolescents and to evaluate the efficacy of an RFT-based multiple exemplar training (MET) procedure to teach nonarbitrary (physically based) temporal relations, which constitute an important foundation for derived temporal relations. Results indicated that all participants achieved mastery (100% across two sessions) for nonarbitrary temporal relations following MET. During post-training phases, each of the participants maintained performance 2 and 4 weeks later, and the skill was extended to two novel data sets (100% accuracy).Supplementary information: The online version contains supplementary material available at 10.1007/s40616-024-00210-w.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"40 2","pages":"135-152"},"PeriodicalIF":0.8,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11925838/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143694429","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 Mediation During Auditory Equivalence Class Formation Using Go/No-Go Successive Matching-to-Sample. 使用Go/No-Go连续匹配样本的听觉对等类形成中的言语中介。

IF 0.8

Analysis of Verbal Behavior Pub Date : 2024-09-30 eCollection Date: 2025-06-01 DOI: 10.1007/s40616-024-00209-3

Charles S Dingus, Robbie J Hanson, Caio F Miguel, Sydney Stern, Denys Brand

{"title":"Verbal Mediation During Auditory Equivalence Class Formation Using Go/No-Go Successive Matching-to-Sample.","authors":"Charles S Dingus, Robbie J Hanson, Caio F Miguel, Sydney Stern, Denys Brand","doi":"10.1007/s40616-024-00209-3","DOIUrl":"10.1007/s40616-024-00209-3","url":null,"abstract":"Successive matching-to-sample (S-MTS) with a go/no-go response requirement has previously produced equivalence classes with nonverbal auditory stimuli among college students. When participants are required to talk aloud during posttests (protocol analysis), their verbal behavior tends to match their selection performance. However, in some cases, the protocol analysis seems to interfere with posttests, in that equivalence yields are lower when participants are required to talk aloud. Thus, the current study replicated and extended previous research by requiring participants to complete emergence posttests before introducing training for the protocol analysis. Subsequently, participants completed one additional block of the transitivity/equivalence posttest with the talk-aloud requirement. Additionally, participants completed tact and intraverbal tests following emergence posttests to further assess possible verbal-mediation strategies. The results showed that six of eight college students formed equivalence classes, suggesting that previous failures could have been influenced by the talk-aloud requirement. Further, there was a positive correlation between verbal and nonverbal (selection) responses suggesting the possibility that verbal mediation may have contributed to equivalence-class formation.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"41 1","pages":"11-25"},"PeriodicalIF":0.8,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12283498/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144709803","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

Functional Analysis and Treatment of Repetitive Verbal Behavior in Children Diagnosed with Autism Spectrum Disorder. 自闭症谱系障碍儿童重复言语行为的功能分析与治疗。

IF 0.8

Analysis of Verbal Behavior Pub Date : 2024-08-21 eCollection Date: 2025-06-01 DOI: 10.1007/s40616-024-00208-4

Aarti H Thakore, Tracy L Kettering

{"title":"Functional Analysis and Treatment of Repetitive Verbal Behavior in Children Diagnosed with Autism Spectrum Disorder.","authors":"Aarti H Thakore, Tracy L Kettering","doi":"10.1007/s40616-024-00208-4","DOIUrl":"10.1007/s40616-024-00208-4","url":null,"abstract":"Repetitive verbal behavior presents a unique challenge to researchers and clinicians as the topography of the behavior often appears to be a mand for information or tangibles; however, the repetitive nature of the behavior indicates otherwise. The purpose of the current study was to (a) extend the application of functional analysis (FA) methodology to identify the functionally related variables of the repetitive verbal behavior (requests for information and/or requests for tangibles) of three children with autism spectrum disorder and (b) verify results of the FA during a function-based intervention evaluation. Results of the FA showed that the repetitive verbal behavior of the three participants was maintained by access to adult attention instead of access to information or tangibles. Using this information, we taught the participants to mand for attention during functional communication training. Results of the functional communication training demonstrated a reduction in the repetitive verbal behavior and an increase in mands for attention.Supplementary information: The online version contains supplementary material available at 10.1007/s40616-024-00208-4.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"41 1","pages":"68-83"},"PeriodicalIF":0.8,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12283496/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144709798","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 Effects of Reinforcing Tacting on the Recall of Children with Autism. 强化动作对自闭症儿童回忆的影响。

IF 0.8

Analysis of Verbal Behavior Pub Date : 2024-06-27 eCollection Date: 2025-06-01 DOI: 10.1007/s40616-024-00207-5

Stephanie Keesey-Phelan, Judah B Axe, Philip N Chase

引用次数: 0

Toward a Procedure to Study Rule-Governed Choice: Preliminary Data. 研究规则支配选择的程序：初步数据。

IF 0.7

Analysis of Verbal Behavior Pub Date : 2024-05-28 eCollection Date: 2024-12-01 DOI: 10.1007/s40616-024-00206-6

David Ruiz Méndez

{"title":"Toward a Procedure to Study Rule-Governed Choice: Preliminary Data.","authors":"David Ruiz Méndez","doi":"10.1007/s40616-024-00206-6","DOIUrl":"10.1007/s40616-024-00206-6","url":null,"abstract":"The aim of this study was to model a situation that induced choice between following two incompatible rules, each associated with a different rate of reinforcement. In Experiment 1, eight undergraduate students were exposed to a two-component multiple schedule (training). In each component, there was a concurrent variable interval (VI)-extinction (EXT) schedule. Participants were given two rules that instructed them to respond to the VI alternative in the presence of different discriminative stimuli. The side of the VI schedule changed in each component and offered a different reinforcer rate according to the discriminative stimuli in the operation. When both discriminative stimuli were concurrently presented (test), participants favored the alternative previously instructed by the rule, which was associated with the greatest reinforcer rate, whereas indifference was observed in the absence of discriminative stimuli. Experiment 2 tested the effects of reinforcement rate using the same procedure without providing rules. During training, participants gradually developed a preference for the VI alternatives. In the choice test phase, participants favored the alternative associated with the stimuli with the highest reinforcer rate when both discriminative stimuli were present. Unsystematic preference was observed in the absence of discriminative stimuli. Two alternative explanations were provided for the findings.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"40 2","pages":"280-305"},"PeriodicalIF":0.7,"publicationDate":"2024-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11925829/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143694392","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 Use of Multiple Exemplar Instruction to Induce Emergent Listener Discriminations and Emergent Intraverbal Vocal Responses in Autistic Children. 使用多重范例教学诱导自闭症儿童的新兴听者辨别能力和新兴言内发声反应。

IF 0.7

Analysis of Verbal Behavior Pub Date : 2023-12-22 eCollection Date: 2024-06-01 DOI: 10.1007/s40616-023-00199-8

Kate Hewett, Emma Hawkins

{"title":"The Use of Multiple Exemplar Instruction to Induce Emergent Listener Discriminations and Emergent Intraverbal Vocal Responses in Autistic Children.","authors":"Kate Hewett, Emma Hawkins","doi":"10.1007/s40616-023-00199-8","DOIUrl":"10.1007/s40616-023-00199-8","url":null,"abstract":"This study tested for the emergence of listener discriminations and intraverbal vocal responses following tact training with four autistic children. All participants were trained to tact the name and the favorite food of two contrived cartoon monsters in the presence of a picture of the monster (e.g., \"What is the name of this monster?\" - \"Max\" and \"What food does the monster eat?\" - \"Sweets\") to evaluate the effects of emergent listener discriminations and emergent intraverbal vocal responses. Once criterion was met on the tact training, participants were tested for emergent listener discriminations (e.g., \"Who eats sweets?\" And \"Who is Max?\") and emergent intraverbal vocal responses (e.g., \"What food does Max eat?\" - \"Sweets\" and \"Who eats sweets?\" - \"Max\" in the absence of the picture). After training, all four participants engaged in emergent listener responding but only one participant engaged in emergent intraverbal responding. Multiple exemplar instruction (MEI) was used to teach those who could not engage in emergent intraverbal responding, and it was demonstrated to be effective. These findings are educationally significant because efficiency of instruction is important to maximize instructional impact, and to reduce the time and resource-intensive nature of behavior-analytic programming.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"40 1","pages":"63-75"},"PeriodicalIF":0.7,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11217261/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141499631","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 an Infant to Request Help. 教婴儿请求帮助

IF 0.7

Analysis of Verbal Behavior Pub Date : 2023-12-08 eCollection Date: 2024-06-01 DOI: 10.1007/s40616-023-00198-9

Ciobha A McKeown, Carley E Smith, Timothy R Vollmer, Lindsay A Lloveras, Kerri P Peters

{"title":"Teaching an Infant to Request Help.","authors":"Ciobha A McKeown, Carley E Smith, Timothy R Vollmer, Lindsay A Lloveras, Kerri P Peters","doi":"10.1007/s40616-023-00198-9","DOIUrl":"10.1007/s40616-023-00198-9","url":null,"abstract":"Teaching an infant manual signs is beneficial as it promotes early communication, improves socialization, and can functionally replace behaviors such as crying and whining. Improving early communication also may reduce the probability of an infant engaging in dangerous behavior, like unsafe climbing. The purpose of this study was to extend Thompson et al. (Journal of Applied Behavior Analysis 40:15-23, 2007) by teaching an 8-month-old infant, who was noted to display developmental delays, to sign for \"help\" when preferred items were inaccessible. Similar to Thompson et al., delayed prompting and differential reinforcement was efficacious in teaching the infant to sign for \"help,\" and the skill generalized to situations that were previously associated with unsafe climbing. However, undesirable generalization of signs for \"help\" when the infant could independently access the items was observed. Additional teaching was necessary to ensure signing for \"help\" occurred under appropriate antecedent control.Supplementary information: The online version contains supplementary material available at 10.1007/s40616-023-00198-9.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"40 1","pages":"53-62"},"PeriodicalIF":0.7,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11217221/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141499590","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

Procedural Fidelity Reporting in The Analysis of Verbal Behavior from 2007-2021. 2007-2021 年《言语行为分析》中的程序保真度报告。

IF 0.7

Analysis of Verbal Behavior Pub Date : 2023-11-27 eCollection Date: 2024-06-01 DOI: 10.1007/s40616-023-00197-w

Elizabeth J Preas, Mary E Halbur, Regina A Carroll

{"title":"Procedural Fidelity Reporting in The Analysis of Verbal Behavior from 2007-2021.","authors":"Elizabeth J Preas, Mary E Halbur, Regina A Carroll","doi":"10.1007/s40616-023-00197-w","DOIUrl":"10.1007/s40616-023-00197-w","url":null,"abstract":"Procedural fidelity refers to the degree to which procedures for an assessment or intervention (i.e., independent variables) are implemented consistent with the prescribed protocols. Procedural fidelity is an important factor in demonstrating the internal validity of an experiment and clinical treatments. Previous reviews evaluating the inclusion of procedural fidelity in published empirical articles demonstrated underreporting of procedural fidelity procedures and measures within specific journals. We conducted a systematic review of The Analysis of Verbal Behavior (TAVB) to evaluate the trends in procedural fidelity reporting from 2007 to 2021. Of the 253 articles published in TAVB during the reporting period, 144 of the articles (168 studies) met inclusionary criteria for further analysis. Our results showed that 54% of studies reported procedural fidelity data, which is slightly higher than previous reviews. In comparison, interobserver-agreement data were reported for a high percentage of studies reviewed (i.e., 93%). Further discussion of results and applied research implications are included.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"40 1","pages":"1-12"},"PeriodicalIF":0.7,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11217236/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141499589","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

Assessing the Verbal Behavior of a Linguistically Diverse Speaker with Autism. 评估一个多语言自闭症说话者的言语行为。

IF 0.7

Analysis of Verbal Behavior Pub Date : 2023-11-20 eCollection Date: 2024-12-01 DOI: 10.1007/s40616-023-00196-x

Sreeja Atherkode, Lee Mason

{"title":"Assessing the Verbal Behavior of a Linguistically Diverse Speaker with Autism.","authors":"Sreeja Atherkode, Lee Mason","doi":"10.1007/s40616-023-00196-x","DOIUrl":"10.1007/s40616-023-00196-x","url":null,"abstract":"For speakers belonging to multiple verbal communities, functional analyses of verbal behavior allow for dynamic control over response topography. The simple practice of allowing the speaker the freedom to select the language of instruction minimizes cultural bias and hegemony. We extended the research on functional analyses of verbal behavior to include a speaker of multiple languages in a quasi-experimental case study. We employed verbal operant experimental (VOX) analyses as a repeated measure of language acquisition with a linguistically diverse, 7-year-old Indian boy with autism. The VOX analyses were conducted as part of the child's early intensive behavioral intervention, and we observed the impact of an immersive foreign language experience on his verbal repertoire with follow-up VOX analyses conducted in three topographically distinct languages: English, Telugu, and Tamil. The results show a dynamic hierarchy of strength between the three languages, with overarching patterns across the three assessments. The implications for using VOX analyses to assess the functional language skills of multilingual speakers with autism are discussed, and areas of future research are highlighted.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"40 2","pages":"271-279"},"PeriodicalIF":0.7,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11926281/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143694357","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 Problem Explanations Using Instructive Feedback: A Replication and Extension 利用指导性反馈进行教学问题解释:一种复制与延伸

Analysis of Verbal Behavior Pub Date : 2023-11-11 DOI: 10.1007/s40616-023-00195-y

Ashley R. Gibbs, Christopher A. Tullis, Jocelyn Priester, Crysta P. Reddock

引用次数: 0