Analysis of Verbal Behavior最新文献_第8页

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

Evolve and Elevate. 进化和提升。

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Analysis of Verbal Behavior Pub Date : 2019-01-31 eCollection Date: 2018-12-01 DOI: 10.1007/s40616-018-0109-y

Mark R Dixon

引用次数: 2

The Future of Verbal Behavior: Integration. 言语行为的未来：整合。

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Analysis of Verbal Behavior Pub Date : 2019-01-23 eCollection Date: 2018-12-01 DOI: 10.1007/s40616-018-0108-z

Daniel M Fienup

引用次数: 7

The Future of Verbal Behavior: Collaboration and Inclusivity. 言语行为的未来:合作与包容。

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Analysis of Verbal Behavior Pub Date : 2019-01-08 eCollection Date: 2018-12-01 DOI: 10.1007/s40616-018-0105-2

Siri Ming

引用次数: 1

Mastery of Echoics in Chinese Establishes Bidirectional Naming in Chinese for Preschoolers with Naming in English. 汉语回声的掌握为学龄前儿童汉语双向命名与英语命名建立了基础。

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Analysis of Verbal Behavior Pub Date : 2019-01-08 eCollection Date: 2018-12-01 DOI: 10.1007/s40616-018-0106-1

Yu Cao, R Douglas Greer

{"title":"Mastery of Echoics in Chinese Establishes Bidirectional Naming in Chinese for Preschoolers with Naming in English.","authors":"Yu Cao, R Douglas Greer","doi":"10.1007/s40616-018-0106-1","DOIUrl":"https://doi.org/10.1007/s40616-018-0106-1","url":null,"abstract":"The onset of the verbal behavior developmental cusp of bidirectional naming (BiN) in a second language makes it possible for monolingual English-speaking children to learn names of things in a second language incidentally. We conducted 2 experiments to identify why monolingual English-speaking children cannot demonstrate BiN in another language when they demonstrated BiN in their native language. In Experiment I, using a group design (n = 32 preschoolers), we identified Chinese speech sounds that monolingual English-speaking children with BiN in English for familiar stimuli could not echo. In Experiment II, using a multiple-probe design, we investigated if mastery of echoics with the speech sounds identified in Experiment I would result in BiN in Chinese with 6 participants from Experiment I. The dependent variable was untaught responses to the probe stimuli presented following the naming experience based on the echoic stimuli from Experiment I. The results showed that echoic training was functionally related to the establishment of BiN in the second language. It appeared that the emission of accurate echoics might be the key to second-language BiN and that emergent correspondence between producing and hearing that occurs with the mastery of the echoic responding may be the source of reinforcement.","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":"34 1-2","pages":"79-99"},"PeriodicalIF":0.5,"publicationDate":"2019-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s40616-018-0106-1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37574106","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: 15

The Future of Verbal Behavior: Together Is Better. 言语行为的未来：在一起会更好。

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Analysis of Verbal Behavior Pub Date : 2019-01-08 eCollection Date: 2018-12-01 DOI: 10.1007/s40616-018-0107-0

Rocío Rosales

引用次数: 1