Analysis of Verbal Behavior最新文献_第8页

The Effects of Scenic Picture Prompts on Variability During the Acquisition of Intraverbal Categorization for Children With Autism. 风景图片提示对自闭症儿童言语内分类习得变异性的影响。

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Analysis of Verbal Behavior Pub Date : 2019-11-01 eCollection Date: 2019-12-01 DOI: 10.1007/s40616-019-00120-2

Kathryn R Glodowski, Nicole M Rodriguez

{"title":"The Effects of Scenic Picture Prompts on Variability During the Acquisition of Intraverbal Categorization for Children With Autism.","authors":"Kathryn R Glodowski, Nicole M Rodriguez","doi":"10.1007/s40616-019-00120-2","DOIUrl":"https://doi.org/10.1007/s40616-019-00120-2","url":null,"abstract":"Researchers have demonstrated the efficacy of picture prompts on the acquisition of intraverbals (Coon & Miguel in Journal of Applied Behavior Analysis, 45, 657-666, 2012; Goldsmith, LeBlanc, & Sautter in Research in Autism Spectrum Disorders, 1, 1-13, 2007; Ingvarsson & Hollobaugh in Journal of Applied Behavior Analysis, 44, 659-664, 2011; Ingvarsson & Le in The Analysis of Verbal Behavior, 27, 75-93, 2011; Miguel, Petursdottir, & Carr in The Analysis of Verbal Behavior, 21, 27-41, 2005; Partington & Bailey in The Analysis of Verbal Behavior, 11, 9-18, 1993). However, no one (to our knowledge) has determined the effects of picture prompts on the variability of responding during intraverbal categorization. We evaluated the use of a scenic picture prompt on response variability during the acquisition of intraverbal categorization with 4 children diagnosed with autism. All children mastered the task and initially demonstrated varied responding. However, responding eventually became invariant for all children. These results demonstrate the efficacy of a scenic picture prompt for teaching children with autism intraverbal categorization and for producing initial response variability. Additional research should be conducted to determine teaching procedures that promote continued varied responding for individuals with autism.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"35 2","pages":"134-148"},"PeriodicalIF":0.5,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s40616-019-00120-2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37574520","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

Resolving Barriers to an Applied Science of the Human Condition: Rule Governance and the Verbal Behavior of Applied Scientists. 解决人类条件应用科学的障碍：规则治理和应用科学家的言语行为。

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Analysis of Verbal Behavior Pub Date : 2019-11-01 eCollection Date: 2019-12-01 DOI: 10.1007/s40616-019-00117-x

Martin Ivancic, Jordan Belisle

{"title":"Resolving Barriers to an Applied Science of the Human Condition: Rule Governance and the Verbal Behavior of Applied Scientists.","authors":"Martin Ivancic, Jordan Belisle","doi":"10.1007/s40616-019-00117-x","DOIUrl":"10.1007/s40616-019-00117-x","url":null,"abstract":"Rules / verbal behavior governing applied behavior scientists since Skinner have achieved great success resolving challenges experienced by individuals with severe developmental and intellectual disabilities. We extend prior work by Dixon, Belisle, Rehfeldt, and Root (2018, \"Why We Are Still Not Acting to Save the World: The Upward Challenge of a Post-Skinnerian Behavior Science,\" Perspectives on Behavior Science, 41, 241-267) by suggesting that many of these rules, applied inflexibly, are unlikely to resolve significant problems experienced by humans without these same intellectual challenges (i.e., most humans). Particularly, methodological models of human behavior that ignore both private events and advances in relational frame theory and that favor a bottom-up inductive theorizing have not, and we argue cannot, address uniquely human challenges. Instead, we propose alternative rules developed in part within contextual behavior science that are more consistent with Skinner's radical behaviorism than are current approaches and that may expand the scope of applied behavior science. Only by adapting our own public and private verbal behavior as applied scientists can we move toward solving the wide range of challenges within the human condition.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"35 2","pages":"196-220"},"PeriodicalIF":0.7,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6877674/pdf/40616_2019_Article_117.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37574523","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 Effect of a Mediation-Blocking Task on the Acquisition of Instructive Feedback Targets. 中介阻断任务对指导性反馈目标获取的影响。

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Analysis of Verbal Behavior Pub Date : 2019-10-30 eCollection Date: 2019-12-01 DOI: 10.1007/s40616-019-00119-9

Amelia Dressel, Katie Nicholson, Kristin M Albert, Victoria M Ryan

{"title":"The Effect of a Mediation-Blocking Task on the Acquisition of Instructive Feedback Targets.","authors":"Amelia Dressel, Katie Nicholson, Kristin M Albert, Victoria M Ryan","doi":"10.1007/s40616-019-00119-9","DOIUrl":"10.1007/s40616-019-00119-9","url":null,"abstract":"The inclusion of instructive feedback in discrete-trial training has been shown to increase the efficiency of learning. However, the behavioral mechanism underlying the effectiveness of this procedure has not yet been determined. Researchers have suggested that learners covertly self-echo the feedback, which mediates later responding. The present study sought to understand the role of self-echoics in the acquisition of untaught targets. Participants were directly taught to tact pictures, then given instructive feedback after the praise statement. The 3 experimental conditions were (a) a typical instructive feedback procedure; (b) a vocal mediation-blocking procedure, in which the participants were asked to engage in a competing vocal response immediately after the instructive feedback; and (c) a motor-distraction procedure, in which the participants were asked to engage in a motor response immediately after the instructive feedback. The inclusion of the vocal mediation-blocking task had little effect on the participants' ability to learn the instructive feedback targets for all 3 participants.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"35 2","pages":"113-133"},"PeriodicalIF":0.7,"publicationDate":"2019-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6877682/pdf/40616_2019_Article_119.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37574519","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 Mand "When?" to Children With Autism Spectrum Disorder. 教自闭症谱系障碍儿童“何时?”

IF 0.5

Analysis of Verbal Behavior Pub Date : 2019-09-03 eCollection Date: 2019-12-01 DOI: 10.1007/s40616-019-00115-z

Talia A Kahlow, Tina M Sidener, April N Kisamore, Kenneth F Reeve

{"title":"Teaching the Mand \"When?\" to Children With Autism Spectrum Disorder.","authors":"Talia A Kahlow, Tina M Sidener, April N Kisamore, Kenneth F Reeve","doi":"10.1007/s40616-019-00115-z","DOIUrl":"https://doi.org/10.1007/s40616-019-00115-z","url":null,"abstract":"People diagnosed with autism spectrum disorder (ASD) may need specific teaching to learn mands for information. Unfortunately, little research has been published on methods for teaching the mand \"When?\" to this population. The purpose of the current study was to replicate and extend previous research by teaching 3 children diagnosed with ASD to mand \"When?\" by teaching multiple topographies of the mand, measuring mand variability, assessing social validity, interspersing a previously acquired mand for information, using multiple-exemplar training, employing a different experimental preparation, and including participants with different skill sets. All participants (a) learned to mand \"When?\" only during establishing operation trials (not during abolishing operation trials) within 8 teaching trials, (b) generalized manding with novel items and a novel person and setting, (c) maintained a previously learned mand for information, and (d) maintained skills at follow-up. Upon mastery, 2 participants varied mand topography. Respondents rated the intervention as having high social validity.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"35 2","pages":"221-234"},"PeriodicalIF":0.5,"publicationDate":"2019-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s40616-019-00115-z","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37574524","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

The Effect of Joint Control Training on the Performance of Multiply Controlled Behavior: A Systematic Literature Review Relevant to Children With Autism Spectrum Disorder and Other Developmental Disabilities. 联合控制训练对多重控制行为表现的影响：一项与自闭症谱系障碍和其他发育障碍儿童相关的系统文献综述。

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Analysis of Verbal Behavior Pub Date : 2019-08-29 eCollection Date: 2019-12-01 DOI: 10.1007/s40616-019-00116-y

Miguel E Ampuero, Michael Miklos

{"title":"The Effect of Joint Control Training on the Performance of Multiply Controlled Behavior: A Systematic Literature Review Relevant to Children With Autism Spectrum Disorder and Other Developmental Disabilities.","authors":"Miguel E Ampuero, Michael Miklos","doi":"10.1007/s40616-019-00116-y","DOIUrl":"10.1007/s40616-019-00116-y","url":null,"abstract":"Skinner (1957) differentiated the roles of the speaker and the listener in a verbal encounter. Although not extensively emphasized, Skinner suggested an individual often behaves verbally even when responding as a listener. Children diagnosed with autism spectrum disorders (ASD) often display the absence of important, and basic verbal repertoires that limit their ability to engage in a variety of social skills or problem-solving skills. Joint control suggests that multiply controlled verbal responding involves functional control of two 2 or more stimuli or verbal operants. This systematic literature review provides a summary of publications specifying the relation and implications of the analysis of joint control and joint control training in the acquisition of multiply controlled, non-speaker behaviors (e.g., selection-based behavior; , sequencing behavior). The synthesis suggests that joint control training presents as a promising analytic tool in guiding interventions to teach complex, multiply controlled verbal and non-verbal repertoires to children diagnosed with autism ASD and/or other developmental disabilities. Recommendations for future research in joint control, as well as the implementation of joint control training, are provided.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"35 2","pages":"149-171"},"PeriodicalIF":0.7,"publicationDate":"2019-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6877676/pdf/40616_2019_Article_116.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37574521","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 Duplic and Codic: the Importance of a Consistent Taxonomy of Verbal Behavior. 重复与喜剧:言语行为一致性分类的重要性。

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Analysis of Verbal Behavior Pub Date : 2019-07-24 eCollection Date: 2019-12-01 DOI: 10.1007/s40616-019-00114-0

Bryan J Blair, Jesslyn N Farros

引用次数: 1

Teaching Mands for Information Using "Why" to Children With Autism. 对自闭症儿童使用“为什么”进行信息Mands教学。

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Analysis of Verbal Behavior Pub Date : 2019-07-09 eCollection Date: 2019-12-01 DOI: 10.1007/s40616-019-00113-1

Amber L Valentino, Sherrene Brice Fu, Jessica L Padover

引用次数: 0

Teaching Children With Autism Spectrum Disorder to Report Past Behavior With the Use of a Speech-Generating Device. 教自闭症谱系障碍儿童使用语音生成设备报告过去的行为。

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Analysis of Verbal Behavior Pub Date : 2019-07-01 eCollection Date: 2019-12-01 DOI: 10.1007/s40616-019-00112-2

Alice Shillingsburg, Videsha Marya, Brittany Bartlett, Taylor Thompson, Dianna Walters

引用次数: 0

The Effects of the Interspersal of Related Responses on the Emergence of Intraverbals for Children With Autism Spectrum Disorder. 个体间相关反应对自闭症谱系障碍儿童静脉注射药物的影响。

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Analysis of Verbal Behavior Pub Date : 2019-06-19 eCollection Date: 2019-12-01 DOI: 10.1007/s40616-019-00110-4

M Alice Shillingsburg, Sarah E Frampton

{"title":"The Effects of the Interspersal of Related Responses on the Emergence of Intraverbals for Children With Autism Spectrum Disorder.","authors":"M Alice Shillingsburg, Sarah E Frampton","doi":"10.1007/s40616-019-00110-4","DOIUrl":"10.1007/s40616-019-00110-4","url":null,"abstract":"The present study evaluated the emergence of intraverbals for 2 children diagnosed with autism spectrum disorder. Prior to baseline, both children demonstrated tact, tact function, listener, and listener by function responses with 12 pictorial stimuli, yet they failed to demonstrate intraverbals related to the function of the items (e.g., \"What do you do with [item]?\" and \"What do you use to [function]?\"). Following baseline, previously mastered related tact, tact function, listener, and listener by function tasks were presented prior to probe trials for the target item-function and function-item intraverbals. Results showed that interspersal of the related tasks for a subset of the intraverbals led to the emergence of untrained item-function and function-item intraverbals for both participants. In Experiment 2, the long-term effects of this remedial training on the emergence of untrained intraverbals was evaluated as new tact and listener responses were trained. Results of Experiment 2 showed that tact function and listener by function training was sufficient to establish the emergence of item-function and function-item intraverbals in the absence of related-task interspersal. These results are discussed in relation to current explanations for emergent responding.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"35 2","pages":"172-195"},"PeriodicalIF":0.7,"publicationDate":"2019-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6877681/pdf/40616_2019_Article_110.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37574522","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

Evaluating the Effects of Similar and Distinct Discriminative Stimuli During Auditory Conditional Discrimination Training With Children With Autism. 自闭症儿童听觉条件辨别训练中相似和不同辨别刺激的效果评价。

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Analysis of Verbal Behavior Pub Date : 2019-04-09 eCollection Date: 2019-04-01 DOI: 10.1007/s40616-019-00111-3

Angelica A Aguirre, Linda A LeBlanc, Andrea Reavis, Alice M Shillingsburg, Caitlin H Delfs, Catherine A Miltenberger, Kaneen B Symer

{"title":"Evaluating the Effects of Similar and Distinct Discriminative Stimuli During Auditory Conditional Discrimination Training With Children With Autism.","authors":"Angelica A Aguirre, Linda A LeBlanc, Andrea Reavis, Alice M Shillingsburg, Caitlin H Delfs, Catherine A Miltenberger, Kaneen B Symer","doi":"10.1007/s40616-019-00111-3","DOIUrl":"10.1007/s40616-019-00111-3","url":null,"abstract":"Children with autism are often taught auditory conditional discriminations in the form of personal information questions that might prove useful in conversation (e.g., \"What is your favorite food?\" \"Pizza\" and \"What is your favorite color?\" \"Purple\"). In these questions, the auditory stimuli presented as part of the compound discriminative stimulus (i.e., what, favorite, color/food) do not always simultaneously control responding. If all components of the auditory stimulus do not control responding, a child may master 1 target but have trouble acquiring subsequent targets that have a component of a previously learned auditory stimulus because the previously learned response is emitted. One way to avoid this problem is to teach many targets that have no overlapping component stimuli before introducing targets that include a previously learned component. Another way to avoid the problem is to systematically introduce overlapping stimulus components simultaneously to facilitate control by all relevant components. Three children with autism were taught auditory conditional discriminations. An adapted alternating-treatments design was used to compare the use of training sets with programmed overlap of component auditory stimuli to training sets with no overlap of stimulus components. The effects of these 2 arrangements were evaluated on trials to criterion and percentage accuracy during acquisition. All participants reached mastery faster with at least 1 target set in the nonoverlap condition compared to the overlapping condition; 2 out of the 3 participants met the mastery criteria for both overlapping and nonoverlapping targets at a similar rate by the 3rd training set.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"35 1","pages":"21-38"},"PeriodicalIF":0.7,"publicationDate":"2019-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6702486/pdf/40616_2019_Article_111.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37574589","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