Analysis of Verbal Behavior最新文献_第6页

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。

IF 0.5

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

Evaluation of Lag Schedules and Rules on Persistent Response Variability With Preschoolers in a Group. 评估滞后计划和规则对学龄前儿童持续反应变异性的影响。

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Analysis of Verbal Behavior Pub Date : 2020-10-06 eCollection Date: 2020-12-01 DOI: 10.1007/s40616-020-00136-z

Katie M Wiskow, Jasmine Torrecillas, Haide Rocha, Allison DaSilva

引用次数: 0

An Evaluation of Two Tact-Training Procedures on Acquired Tacts and Tacting During Play. 两种战术训练方法对习得战术和游戏中战术训练的评价。

IF 0.5

Analysis of Verbal Behavior Pub Date : 2020-09-11 eCollection Date: 2020-12-01 DOI: 10.1007/s40616-020-00131-4

Kate B LaLonde, Ana D Dueñas, Nicole Neil, Addam Wawrzonek, Joshua B Plavnick

{"title":"An Evaluation of Two Tact-Training Procedures on Acquired Tacts and Tacting During Play.","authors":"Kate B LaLonde, Ana D Dueñas, Nicole Neil, Addam Wawrzonek, Joshua B Plavnick","doi":"10.1007/s40616-020-00131-4","DOIUrl":"https://doi.org/10.1007/s40616-020-00131-4","url":null,"abstract":"A common practice in tact training is to include a supplemental verbal stimulus (e.g., \"What is it?\") in addition to the presentation of a nonverbal discriminative stimulus. Previous literature has suggested that this supplemental verbal stimulus can impede acquisition and generalization relative to the presentation of the object alone, as it may establish faulty stimulus control or decrease spontaneous tacting. Research has yet to compare these 2 training methods on the generalization of learned tacts to more naturalistic, play-based environments. The present study evaluated the use of \"What is it?\" compared to the presentation of only the nonverbal discriminative stimulus on tact acquisition among 3 children with autism spectrum disorder and the extent to which these training procedures led to tacting in a play-based setting following discrete-trial training. Overall, participants learned to tact stimuli under both conditions, and all participants demonstrated generalization of tacts in a play-based setting. Recommendations for the development and evaluation of naturalistic posttraining assessment are discussed.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"36 2","pages":"180-192"},"PeriodicalIF":0.5,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s40616-020-00131-4","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38767739","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: 3

The Effects of Monitoring on Children's Rule-Following in a Computerized Procedure. 计算机程序中监控对儿童遵守规则的影响。

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Analysis of Verbal Behavior Pub Date : 2020-09-01 eCollection Date: 2020-12-01 DOI: 10.1007/s40616-020-00130-5

João H de Almeida, Mariéle Diniz Cortez, Julio C de Rose

引用次数: 3

Equivalence Class Formation in Individuals With Autism: Predictions From ABLA-R Levels. 自闭症患者的等价类形成：从 ABLA-R 水平进行预测。

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Analysis of Verbal Behavior Pub Date : 2020-08-31 eCollection Date: 2020-12-01 DOI: 10.1007/s40616-020-00134-1

Larissa Bezerra de Melo Wider, Romariz da Silva Barros, André A B Varella

{"title":"Equivalence Class Formation in Individuals With Autism: Predictions From ABLA-R Levels.","authors":"Larissa Bezerra de Melo Wider, Romariz da Silva Barros, André A B Varella","doi":"10.1007/s40616-020-00134-1","DOIUrl":"10.1007/s40616-020-00134-1","url":null,"abstract":"Children who are diagnosed with autism spectrum disorder (ASD) often fail to show equivalence class formation. This may be related to their difficulty in learning the programmed baseline conditional discriminations. The present study investigated equivalence class formation after training visual identity-matching performance with auditory class-specific consequences in 6 individuals who were diagnosed with ASD and who achieved different levels (Levels 4, 5, and 6) on the Assessment of Basic Learning Abilities-Revised (ABLA-R). The potentially emergent relations were all arbitrary (relations between completely dissimilar stimuli): visual-visual (AB and BA) and auditory-visual (SA and SB). None of the participants who achieved ABLA-R Level 4 or 5 responded in accord with equivalence class formation. They did not present any emergent arbitrary conditional relations (either visual-visual relations or auditory-visual relations). Only participants who achieved ABLA-R Level 6 demonstrated equivalence class formation. These findings are consistent with the predictive ability of the ABLA-R with regard to the acquisition of discriminations and to the emergence of the same type of conditional relations and the same hierarchy of complexity.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"36 2","pages":"215-232"},"PeriodicalIF":0.5,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7736424/pdf/40616_2020_Article_134.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38767741","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 a Lag Schedule of Reinforcement to Increase Response Variability in Children With Autism Spectrum Disorders. 使用延迟强化时间表增加自闭症谱系障碍儿童的反应变异性。

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Analysis of Verbal Behavior Pub Date : 2020-08-21 eCollection Date: 2020-12-01 DOI: 10.1007/s40616-020-00129-y

Jenifer Olin, Alyse Sonsky, Monica Howard

{"title":"Using a Lag Schedule of Reinforcement to Increase Response Variability in Children With Autism Spectrum Disorders.","authors":"Jenifer Olin, Alyse Sonsky, Monica Howard","doi":"10.1007/s40616-020-00129-y","DOIUrl":"https://doi.org/10.1007/s40616-020-00129-y","url":null,"abstract":"Lag reinforcement schedules have been shown in previous research to be an effective intervention for teaching verbal and nonverbal response variability to individuals with developmental disabilities. In more recent research, variability itself has been considered a reinforceable behavior in its own right (Susa & Schlinger, The Analysis of Verbal Behavior, 18, 125-130, 2012). Lag x schedules of reinforcement can be used to teach variability by using contingencies that require responses to differ from previous responses. The present study extended Susa and Schlinger's, The Analysis of Verbal Behavior, 18, 125-130, (2012) research by using 3 social questions instead of 1 in a random rotation and included probes to test for generality. A changing-criterion design was used to evaluate the results with one 11-year-old female participant diagnosed with autism. During baseline, the participant provided little variability, with rote responses. During the Lag 1 and Lag 2 phases, appropriate variable verbal responding increased with the use of echoic prompts, visual aids, and an error correction procedure. Further, the results also showed that the participant learned to vary her responses by demonstrating the ability to emit 11 novel prompted responses and 13 spontaneous responses. In addition, the participant was able to retain the skills learned in a maintenance probe conducted 4 weeks postintervention.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"36 2","pages":"169-179"},"PeriodicalIF":0.5,"publicationDate":"2020-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s40616-020-00129-y","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38767738","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: 1