A Comparison of Intraverbal Training Procedures for Children With Autism

Kodak, Tiffany; Fuchtman, Rashea; Paden, Amber R.

doi:10.1901/jaba.2012.45-155

Cited by 35 publications

(34 citation statements)

References 4 publications

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“…Other researchers have found that the echoic prompts resulted in faster acquisition of intraverbal behavior for several young children with autism (Ingvarsson and Le 2011;Kodak et al 2012). Ingvarsson and Le (2011) suggested that their participants' extensive exposure to vocal prompts and transfer-of-control procedures likely accounted for the greater efficiency of the echoic condition, a notion supported by the findings of Coon and Miguel (2012) who found that participants' recent history with prompting tactics affected which modality was more efficient.…”

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confidence: 97%

A Comparison of Prompting Tactics for Teaching Intraverbals to Young Adults with Autism

Vedora

Conant

2015

Analysis Verbal Behav

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Several researchers have compared the effectiveness of tact or textual prompts to echoic prompts for teaching intraverbal behavior to young children with autism. We extended this line of research by comparing the effectiveness of visual (textual or tact) prompts to echoic prompts to teach intraverbal responses to three young adults with autism. An adapted alternating treatments design was used with 2 to 3 comparisons for each participant. The results were mixed and did not reveal a more effective prompting procedure across participants, suggesting that the effectiveness of a prompting tactic may be idiosyncratic. The role of one's learning history and the implications for practitioners teaching intraverbal behavior to individuals with autism are discussed.

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confidence: 97%

A Comparison of Prompting Tactics for Teaching Intraverbals to Young Adults with Autism

Vedora

Conant

2015

Analysis Verbal Behav

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“…A number of recent studies identified effective strategies to teach intraverbal responses to children with ASD (e.g., Ingvarsson and Hollobaugh 2011;Ingvarsson and Le 2011;Kodak et al 2012). Intraverbal training may be conducted within the format of discrete-trial instruction (DTI; Smith 2001) to provide repeated practice opportunities.…”

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confidence: 99%

Using Instructive Feedback to Increase Response Variability During Intraverbal Training for Children with Autism Spectrum Disorder

Carroll

Kodak

2015

Analysis Verbal Behav

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We evaluated the effects of instructive feedback on the variability of intraverbal responses for two children with autism spectrum disorder. Specifically, we used an adapted alternating treatments design to compare participants' novel responses and response combinations during an intraverbal category program across conditions with and without instructive feedback. During instructive feedback, secondary targets were presented during the consequence event of the learning trial and consisted of a therapist's model of response variability. The results showed that participants engaged in more novel response combinations during instructive feedback conditions. We discussed the clinical implications of these results as well as areas for future research.

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“…Following two consecutive sessions with correct prompted responding at or above 90%, the experimenter provided a 2‐s delay following the discriminative stimulus before modeling the correct response. Thereafter, the criterion to increase the prompt delay was one session in which 50% or more of the errors consisted of a no response (omission errors; Kodak, Fuchtman, & Paden, ); the progression of the prompt delays was 2 s, 5 s, 10 s, and 20 s. The criteria for increasing the prompt delay were held constant across conditions such that each condition progressed through the changes in prompt delay independently. This was done to emulate how the PPD would be applied in practice when the conditions are not being compared in a formal evaluation.…”

Section: Methodsmentioning

confidence: 99%

Effects of modeling rote versus varied responses on response variability and skill acquisition during discrete‐trial instruction

Peterson¹,

Rodriguez

Pawich

2018

J of App Behav Analysis

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Despite its advantages, discrete-trial instruction (DTI) has been criticized for producing rote responding. Although there is little research supporting this claim, if true, this may be problematic given the propensity of children with autism to engage in restricted and repetitive behavior. One feature that is common in DTI that may contribute to rote responding is the prompting and reinforcement of one correct response per discriminative stimulus. To evaluate the potential negative effects of rote prompts on varied responding, we compared the effects of modeling rote versus varied target responses during the teaching of intraverbal categorization. We also evaluated the effects of these procedures on the efficiency of acquisition of any one correct response. For all four children, any increase in varied responding was fleeting, and for two participants, acquisition was slower in the variable-modeling condition.

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A Comparison of Intraverbal Training Procedures for Children With Autism

Cited by 35 publications

References 4 publications

A Comparison of Prompting Tactics for Teaching Intraverbals to Young Adults with Autism

A Comparison of Prompting Tactics for Teaching Intraverbals to Young Adults with Autism

Using Instructive Feedback to Increase Response Variability During Intraverbal Training for Children with Autism Spectrum Disorder

Effects of modeling rote versus varied responses on response variability and skill acquisition during discrete‐trial instruction

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