Emergence of Intraverbal Antonyms in Children with Pervasive Developmental Disorder

Pérez-González, Luis Antonio; García-Asenjo, Lorena; Williams, Gladys; Carnerero, José Julio

doi:10.1901/jaba.2007.697701

Cited by 6 publications

(13 citation statements)

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“…Therefore, in contrast to the study of Perez-Gonzalez et al (2007) that trained pairs of intraverbals, the present study implemented multiple-exemplar training (Cooper et al 2007); that is, ten exemplars (e.g., city-state and state-city relations) were trained concurrently to facilitate generalization to untrained responses (Stokes and Baer 1977). In addition, a general case strategy consisting of bidirectional teaching formats (i.e., both A-B and B-A relations) was used to expose participants to a larger range of stimuli and responses.…”

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confidence: 93%

“…In addition, a general case strategy consisting of bidirectional teaching formats (i.e., both A-B and B-A relations) was used to expose participants to a larger range of stimuli and responses. It was predicted that implementation of both multiple-exemplar training and general case analysis as described would produce the desired results Thus, the purpose of the study was to extend previous research (Perez-Gonzalez et al 2007) on the emergence of reverse intraverbals in children with autism by (a) using bidirectional stimulus-response teaching formats, (b) teaching multiple exemplars concurrently with a general case strategy to identify a full range of exemplars, (c) using single-word antecedent verbal stimuli, (d) assessing maintenance, and (e) assessing social validity of emergent intraverbal responding.…”

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confidence: 98%

“…Then, without further training, the child emits the verbal response "cow" when presented with the antecedent verbal stimulus, "What animal says moo?" Perez-Gonzalez et al (2007) investigated the emergence of a symmetrical intraverbal relation (i.e., the B-A relation) following training of an A-B relation with two children diagnosed with pervasive developmental disorder (PDD). They referred to the symmetrical intraverbal relation as the "reversible intraverbal relation."…”

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confidence: 99%

“…One potential limitation of Perez-Gonzalez et al (2007) was the number of components comprising the antecedent verbal stimulus. It is unclear which component in the antecedent verbal stimuli (e.g., "What's the opposite of cold?"…”

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confidence: 99%

“…Another possible explanation for the participants' failure to demonstrate emergence prior to a history of instruction of reverse intraverbals in Perez-Gonzalez et al (2007) is that the number of intraverbal targets taught in each set may have been insufficient to produce the desired results. It is possible that training with multiple A-B relation examples concurrently (rather than the pair of targets used in Perez-Gonzalez et al) would have facilitated generalization to subsequent reverse (B-A) intraverbal relations (Rosales et al 2011;Stokes and Baer 1977).…”

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confidence: 99%

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Evaluating the Emergence of Reverse Intraverbals in Children with Autism

Allan

Vladescu

Kisamore

et al. 2014

Analysis Verbal Behav

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Verbal behavior plays a fundamental role in the development of complex social and communication skills. Many children diagnosed with autism spectrum disorder exhibit profound deficiencies in intraverbal repertoires and the development of social relationships. Recent studies that investigated the effects of intraverbal training on the emergence of reverse intraverbals produced mixed results (e.g., Perez-Gonzalez et al., Journal of Applied Behavior Analysis 40: [697][698][699][700][701] 2007)). In the current study, a multiple-probe design across four participants with autism was used to evaluate the effects of intraverbal training on the emergence of reverse intraverbals. Intraverbal training consisted of multiple exemplars taught concurrently, bidirectional stimulusresponse teaching formats, general case analysis, reinforcement, and a constant prompt delay (CPD) procedure. Participants were trained on intraverbal targets and probes were conducted to assess emergence of untaught reverse intraverbals. Three participants demonstrated the emergence of reverse intraverbals as a result of the intraverbal training procedures. Social validity and maintenance of target responses and emergent reverse intraverbals were assessed.

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confidence: 93%

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confidence: 98%

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confidence: 99%

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confidence: 99%

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confidence: 99%

See 3 more Smart Citations

Evaluating the Emergence of Reverse Intraverbals in Children with Autism

Allan

Vladescu

Kisamore

et al. 2014

Analysis Verbal Behav

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Promoting the development of verbal responses using instructive feedback

Frampton

Shillingsburg

2019

J of App Behav Analysis

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Shillingsburg, Frampton, Cleveland, and Cariveau (2018) taught listener and tact by feature, name–feature intraverbal, and feature–name intraverbal responses across sets and reported emergence of responses that were not directly trained for 6 individuals diagnosed with autism spectrum disorder (ASD). The current study was a systematic replication with the addition of instructive feedback (IF) with 2 children diagnosed with ASD. During trials for previously mastered listener by name responses (e.g., “Point to Tennessee” and child selects a picture of Tennessee), the experimenters provided related IF (e.g., “The capital of this state is Nashville”). After 3 sessions, we evaluated the effects of IF on related verbal responses (e.g., listener by feature, tact by feature, name–feature intraverbal, and feature–name intraverbal) across sets probes. We observed increased correct responses for related verbal responses; replicating Shillingsburg et al. Results suggest that the inclusion of IF may increase the efficiency of verbal behavior programming.

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A Comparison of Four Strategies for Teaching a Small Foreign‐language Vocabulary

Pétursdóttir

Haflidadóttir

2009

J of App Behav Analysis

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We compared the effects of tact training, listener training, and two types of intraverbal training on 2 children's acquisition of foreign-language tact, listener, and intraverbal relations. The children received all four types of training simultaneously with different stimulus sets. Native-foreign intraverbal training presented the greatest difficulty with acquisition for both children. All types of training generated increases in correct responding on tests for emergent relations, and some emerged to criterion. However, no type of training resulted in criterion-level performance on all relations.

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Emergence of Intraverbal Antonyms in Children with Pervasive Developmental Disorder

Cited by 6 publications

References 0 publications

Evaluating the Emergence of Reverse Intraverbals in Children with Autism

Evaluating the Emergence of Reverse Intraverbals in Children with Autism

Promoting the development of verbal responses using instructive feedback

A Comparison of Four Strategies for Teaching a Small Foreign‐language Vocabulary

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