This study examined the effects of intraverbal instruction with a fluency training component on the acquisition of divergent intraverbal responding and generalization to function, feature, and class (FFC) questions with two children (6 and 8 years old) diagnosed with autism spectrum disorder. The instructional targets were chosen based on a conceptual analysis of prerequisite relations that were likely to be sufficient for intraverbal emergence to occur. It was expected that with these prerequisites in place, direct teaching of a subset of divergent intraverbal responses might generalize across FFC questions. In baseline, participants emitted three or fewer intraverbal responses to most questions. Instruction with tact prompts and transfer‐of‐control trials initially produced only small increases in intraverbal responding, whereas the addition of fluency training quickly produced criterion‐level performance. Further, both participants demonstrated generalization to untrained FFC questions. Pre‐ and post‐tests revealed concomitant increases in responses to reverse intraverbal FFC questions and FFC questions presented in an intraverbal webbing format.
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