Analysis of Verbal Behavior最新文献_第5页

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。

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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。

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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。

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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。

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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。

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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

Teaching Children With Autism Spectrum Disorder to Mand "Why?" 教自闭症谱系障碍儿童问“为什么”?

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Analysis of Verbal Behavior Pub Date : 2021-01-14 eCollection Date: 2021-06-01 DOI: 10.1007/s40616-020-00138-x

Priya Patil, Tina M Sidener, Heather Pane, Sharon A Reeve, Anjalee Nirgudkar

引用次数: 3

How to Do Things With Texts: A Functional Account of Reading Comprehension. 如何处理文本：阅读理解的功能说明》。

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Analysis of Verbal Behavior Pub Date : 2020-12-07 eCollection Date: 2020-12-01 DOI: 10.1007/s40616-020-00135-0

Eileen Pfeiffer Flores, Jorge Mendes de Oliveira-Castro, Carlos Barbosa Alves de Souza

{"title":"How to Do Things With Texts: A Functional Account of Reading Comprehension.","authors":"Eileen Pfeiffer Flores, Jorge Mendes de Oliveira-Castro, Carlos Barbosa Alves de Souza","doi":"10.1007/s40616-020-00135-0","DOIUrl":"10.1007/s40616-020-00135-0","url":null,"abstract":"We offer an account of reading comprehension that we believe will help clarify some common conceptual confusions in the relevant literature, as well as contribute to existing functional accounts. We argue that defining texts qua texts as stimulus classes, on the one hand, and equating \"comprehension\" with behavior (covert or otherwise), on the other, are not useful conceptual moves, especially when behavioral settings go beyond basic literacy skills acquisition. We then analyze the structure of the contingencies that usually evoke talk of \"comprehension\" using techniques from analytic philosophy. We show how keeping the results of this analysis in mind can help avoid the conceptual bafflement that often arises, even among behavior analysts, when defining or assessing behavioral phenomena related to reading comprehension. Using two contrasting cases (legal texts and stories), we argue that what counts as comprehension depends, not peripherally but crucially, on the shared social practices of which texts are a part. Finally, we propose a new framework for classifying reader-text contingencies by combining two dimensions: openness of setting and embeddedness of reinforcement.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"36 2","pages":"273-294"},"PeriodicalIF":0.5,"publicationDate":"2020-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7736393/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39098272","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

Emergent Tact Control Following Stimulus Pairing: Comparison of Procedural Variations. 刺激配对后的紧急触觉控制:程序变异的比较。

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Analysis of Verbal Behavior Pub Date : 2020-11-20 eCollection Date: 2020-12-01 DOI: 10.1007/s40616-020-00132-3

Anna Ingeborg Petursdottir, Stephanie M Neaves, Orlexia N Thomas

{"title":"Emergent Tact Control Following Stimulus Pairing: Comparison of Procedural Variations.","authors":"Anna Ingeborg Petursdottir, Stephanie M Neaves, Orlexia N Thomas","doi":"10.1007/s40616-020-00132-3","DOIUrl":"https://doi.org/10.1007/s40616-020-00132-3","url":null,"abstract":"We examined emergent tact control following stimulus pairing, using 2 different stimulus presentation arrangements. In the word-first condition, presentation of the auditory stimulus preceded the visual stimulus, and in the image-first condition, the visual stimulus preceded the auditory stimulus. Eight children (2-5 years old) participated. In Experiment 1, 4 children were exposed to 3 sessions in each condition with a new set of stimuli in each session. In Experiment 2, 2 of the same children received repeated exposure to the same stimulus sets. Experiment 3, with new participants, was identical to Experiment 1, except visual and auditory stimuli overlapped during the presentation. Postsession probes documented emergent stimulus control over 1 or more vocal responses for 7 of the 8 participants. Participants were more likely to make echoic responses with the visual stimulus present in the word-first condition; however, emergent tact control was unaffected by the order of the stimulus presentation. Additional research is needed on stimulus-pairing procedures and on the role of echoic responding in emergent tact control.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"36 2","pages":"193-214"},"PeriodicalIF":0.5,"publicationDate":"2020-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s40616-020-00132-3","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38767740","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: 6

Generalized Reflexive Responding and Cross-Modal Tactile Transfer of Stimulus Function in Children with Autism. 自闭症儿童的普遍反射性反应和刺激功能的跨模式触觉转移。

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Analysis of Verbal Behavior Pub Date : 2020-11-17 eCollection Date: 2020-12-01 DOI: 10.1007/s40616-020-00137-y

Jordan Belisle, Kate Huggins, Meghan Doherty, Caleb R Stanley, Mark R Dixon

{"title":"Generalized Reflexive Responding and Cross-Modal Tactile Transfer of Stimulus Function in Children with Autism.","authors":"Jordan Belisle, Kate Huggins, Meghan Doherty, Caleb R Stanley, Mark R Dixon","doi":"10.1007/s40616-020-00137-y","DOIUrl":"10.1007/s40616-020-00137-y","url":null,"abstract":"We sought to evaluate the efficacy of successive matching training for establishing generalized reflexive matching across 4 children with autism. In Experiment 1, differential reinforcement with delay fading was efficacious in establishing \"yes\" and \"no\" matching and nonmatching responses in 2 participants when 2 identical or nonidentical picture stimuli were presented. In addition, emergent visual-visual reflexive relational responses were observed using novel picture stimuli in a transfer test phase. In Experiment 2, differential reinforcement alone was efficacious in establishing matching and nonmatching responses in the other 2 participants when 2 identical or nonidentical objects were presented. Transfer to identical objects presented through touch (i.e., tactile discrimination) was additionally observed for both participants. Procedures in the study were adapted from the PEAK Relational Training System to aid in clinical replication, and the translational results have implications for language training with individuals with autism.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"36 2","pages":"233-250"},"PeriodicalIF":0.5,"publicationDate":"2020-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7736375/pdf/40616_2020_Article_137.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38767742","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

Emergent Listener Fluency: A Replication. 突发听众流畅性:一种复制。

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Analysis of Verbal Behavior Pub Date : 2020-10-15 eCollection Date: 2020-12-01 DOI: 10.1007/s40616-020-00139-w

Ji Young Kim, Madeline R Frank, Daniel M Fienup

引用次数: 0