Analysis of Verbal Behavior最新文献_第5页

Standing on the Shoulders of a Giant: Remembrances of Jack Michael, Part 1. 站在巨人的肩膀上：回忆杰克-迈克尔，第一部分。

IF 0.5

Analysis of Verbal Behavior Pub Date : 2021-06-02 eCollection Date: 2021-06-01 DOI: 10.1007/s40616-021-00150-9

Mark L Sundberg, Henry D Schlinger

{"title":"Standing on the Shoulders of a Giant: Remembrances of Jack Michael, Part 1.","authors":"Mark L Sundberg, Henry D Schlinger","doi":"10.1007/s40616-021-00150-9","DOIUrl":"10.1007/s40616-021-00150-9","url":null,"abstract":"In 1959, Jack Michael and his PhD student Ted Ayllon published \"The Psychiatric Nurse as a Behavioral Engineer\" (Ayllon & Michael, 1959). That study was Ayllon's doctoral dissertation and was the first empirical demonstration of how the principles of behavior (e.g., reinforcement, extinction, satiation) could be applied to solve clinical problems. That research was the beginning of what would soon be called \"behavior modification,\" and later, \"applied behavior analysis.\" Jack's foundational contributions to behavior analysis continued for 5 decades. In recognition of his life's work, his former students and close associates John Mabry, Grayson Osborne, Jon Bailey, Mark Sundberg, and J. Vincent Carbone offer tributes to Jack. These tributes tell the story of Jack's early teaching career, his students, his work, and how he inspired others to become behavior analysts. Six more tributes will appear in the fall issue of The Analysis of Verbal Behavior and will provide insight into Jack's work and other activities in the later part of his career. Those tributes will be from Jack's former students and close associates Hank Schlinger, Dave Palmer, Carl Sundberg, John and Barb Esch, Anna Petursdottir, and Caio Miguel.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"37 1","pages":"146-151"},"PeriodicalIF":0.5,"publicationDate":"2021-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8295420/pdf/40616_2021_Article_150.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39313279","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

Memories of Jack Michael From a Freshman Whose Life He Changed. 一名新生对杰克·迈克尔的回忆，他改变了他的生活。

IF 0.5

Analysis of Verbal Behavior Pub Date : 2021-05-13 eCollection Date: 2021-06-01 DOI: 10.1007/s40616-021-00149-2

Jon Bailey

引用次数: 2

The Consummate Skinnerian: Remembering Jack Michael. 完美的斯金纳人缅怀杰克-迈克尔

IF 0.5

Analysis of Verbal Behavior Pub Date : 2021-05-13 eCollection Date: 2021-06-01 DOI: 10.1007/s40616-021-00147-4

Mark L Sundberg

引用次数: 0

A Tribute to the Life of Jack Michael. 致敬杰克·迈克尔的一生。

IF 0.5

Analysis of Verbal Behavior Pub Date : 2021-05-07 eCollection Date: 2021-06-01 DOI: 10.1007/s40616-021-00148-3

Vincent J Carbone

引用次数: 1

Jack Michael and Arizona State: The Early Years. 杰克·迈克尔和亚利桑那州立大学:早年。

IF 0.5

Analysis of Verbal Behavior Pub Date : 2021-05-05 eCollection Date: 2021-06-01 DOI: 10.1007/s40616-021-00152-7

J Grayson Osborne

引用次数: 1

Some Dimensions of Mand Variability and Implications for Research and Practice. Mand 变异的几个方面及其对研究和实践的影响。

IF 0.5

Analysis of Verbal Behavior Pub Date : 2021-04-26 eCollection Date: 2021-06-01 DOI: 10.1007/s40616-021-00144-7

Bryant C Silbaugh

引用次数: 0

Naming of Stimuli in Equivalence Class Formation in Children. 儿童等价类形成刺激的命名。

IF 0.5

Analysis of Verbal Behavior Pub Date : 2021-03-10 eCollection Date: 2021-06-01 DOI: 10.1007/s40616-021-00143-8

Guro Granerud, Erik Arntzen

{"title":"Naming of Stimuli in Equivalence Class Formation in Children.","authors":"Guro Granerud, Erik Arntzen","doi":"10.1007/s40616-021-00143-8","DOIUrl":"https://doi.org/10.1007/s40616-021-00143-8","url":null,"abstract":"In the present study, two typically developing 4-year-old children, Pete and Joe, were trained six conditional discriminations and tested for the formation of three 3-member equivalence classes. Pete and Joe did not establish the AC relation within 600 trials and were given two conditions of preliminary training, including naming of stimuli with two different stimulus sets. Pete started with preliminary training with common naming of stimuli, followed by conditional-discrimination training and testing for emergent relations, and continued with preliminary training on individual naming of stimuli, followed by the same training and testing as described previously. Joe experienced the same conditions but in reversed order. Pete responded in accordance with equivalence in the second round in the condition with common naming. In the first round of testing in the condition with individual naming, he responded in accordance with equivalence. In the condition with individual naming, Joe did not respond in accordance with stimulus equivalence but established all of the directly trained relations during training. In the condition with common naming, he responded in accordance with equivalence in the first round of testing. The results from the experiment support earlier findings that both common and individual naming could facilitate the emergence of equivalence classes.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"37 1","pages":"77-96"},"PeriodicalIF":0.5,"publicationDate":"2021-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s40616-021-00143-8","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39313872","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

Learning Channels: The Role of Compound Stimuli in the Emergence of Intraverbal Relations in Children on the Autism Spectrum. 学习渠道：复合刺激在自闭症谱系儿童出现言内关系中的作用。

IF 0.5

Analysis of Verbal Behavior Pub Date : 2021-02-18 eCollection Date: 2021-06-01 DOI: 10.1007/s40616-020-00142-1

Aarti Thakore, August Stockwell, John Eshleman

{"title":"Learning Channels: The Role of Compound Stimuli in the Emergence of Intraverbal Relations in Children on the Autism Spectrum.","authors":"Aarti Thakore, August Stockwell, John Eshleman","doi":"10.1007/s40616-020-00142-1","DOIUrl":"10.1007/s40616-020-00142-1","url":null,"abstract":"Teaching tact and intraverbal responses based on function-feature-class to children with language delays can result in the emergence of untrained relational responses. The purpose of this study was to compare the effects of compound stimuli in discriminated operants (i.e., different combinations of hear, see, touch, and taste) on the acquisition of object-attribute relations, on the emergence of untrained attribute-object relations, and on the acquisition and emergence of same-different relations between objects and their attributes. All the participants were on the autism spectrum and between 4 and 12 years old. Participants who did not meet the mastery criterion or show emergent intraverbal responses during initial training trials completed a fluency-based practice phase. Overall results showed that all six participants required fewer trials to meet the criterion in the condition involving compound stimuli (e.g., HearSeeSay plus Touch, Taste, or Sniff) as compared to the HearSeeSay-alone condition. In addition, participants required fewer fluency practice timings in the condition involving compound stimuli to meet fluency aim.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"37 1","pages":"97-122"},"PeriodicalIF":0.5,"publicationDate":"2021-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8295448/pdf/40616_2020_Article_142.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39313873","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

An Evaluation of the Emergence of Untrained Academic and Applied Skills After Instruction With Video Vignettes. 视频片段教学后未训练的学术技能和应用技能的评估。

IF 0.5

Analysis of Verbal Behavior Pub Date : 2021-01-29 eCollection Date: 2021-06-01 DOI: 10.1007/s40616-020-00140-3

Bryan J Blair, Lesley A Shawler, Leif K Albright, Daniel M Ferman

{"title":"An Evaluation of the Emergence of Untrained Academic and Applied Skills After Instruction With Video Vignettes.","authors":"Bryan J Blair, Lesley A Shawler, Leif K Albright, Daniel M Ferman","doi":"10.1007/s40616-020-00140-3","DOIUrl":"10.1007/s40616-020-00140-3","url":null,"abstract":"Applied behavior-analytic skills are derived from precise, technical, objective operational definitions and exemplars of natural phenomena. In some cases, technical behavior-analytic terminology can be challenging for students and practitioners to learn and apply given a person's individual history with the concepts. One of the conceptual areas of behavior analysis that learners tend to struggle with more than other areas is the functional account of human language or verbal behavior. We used an emergent-responding training protocol with freely available and easy-to-implement web-based learning tools to teach the terms and definitions of Skinner's taxonomy of verbal operants using video exemplars and mixed response forms to six graduate students. We also tested for the emergence of untrained applied clinical skills in the form of collecting data while watching novel real-world video exemplars. We found that the video-based training system reliably resulted in the emergence of untrained responding and generalization to novel stimuli and responses and that the skills were maintained by four out of six participants for 2 weeks. In addition, the applied skills performances of the participants were comparable to students who received traditional training in verbal behavior, slightly lower than the performances of Board Certified Behavior Analysts, and considerably lower than the performances of doctoral-level BCBAs. When compared to other published research that used emergent-responding training protocols, the current study required more training time on average but resulted in better performances during some maintenance probes. A brief conceptual analysis of our data is presented, as well as recommendations for future research.Supplementary information: The online version contains supplementary material available at 10.1007/s40616-020-00140-3.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"37 1","pages":"35-56"},"PeriodicalIF":0.5,"publicationDate":"2021-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s40616-020-00140-3","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39313870","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: 2

Teaching Children with Autism to Mand for Information Using "Why?" as a Function of Denied Access. 教自闭症儿童使用 "为什么？"作为被拒绝访问信息的功能。

IF 0.5

Analysis of Verbal Behavior Pub Date : 2021-01-19 eCollection Date: 2021-06-01 DOI: 10.1007/s40616-020-00141-2

Megan L Pyles, Amanda N Chastain, Caio F Miguel

引用次数: 0