Emergent Intraverbal Forms may Occur as a Result of Listener Training for Children with Autism

Smith, Dean; Eikeseth, Svein; Fletcher, Sarah E.; Montebelli, Lisa; Smith, Holly; Taylor, Jennifer

doi:10.1007/s40616-016-0057-3

Cited by 17 publications

(26 citation statements)

References 12 publications

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“…Results of Shillingsburg et al () support the assertion that once participants could engage in listener responding by feature (e.g., selecting the picture of a problem scenario) and tact by feature (e.g., describing the problem in the picture), emission of intraverbals is possible. Shillingsburg et al is not the only study to suggest that training a combination of tact and listener skills may produce intraverbals for learners with ASD (e.g., Allan, Vladescu, Kisamore, Reeve, & Sidener, ; Grannan & Rehfeldt, ; May, Hawkins, & Dymond, ; Pérez‐González, Garcia‐Asenjo, Williams, & Carnerero, ; Shillingsburg & Frampton, ; Smith et al, ; Vallinger‐Brown & Rosales, ). Were participants to emit intraverbals following direct training for only listener responses (with IF establishing tact responses or vice versa), this would be another step towards even greater instructional efficiency.…”

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confidence: 99%

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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confidence: 99%

Promoting the development of verbal responses using instructive feedback

Frampton

Shillingsburg

2019

J of App Behav Analysis

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“…Listener training by feature or function has also been applied to establish untrained intraverbals with individuals with ASD, though with varying degrees of success. For example, Smith et al (2016) trained participants to select a picture from an array of comparisons when presented with a verbal antecedent stimulus pertaining to a feature or function of the target (e.g., "What's an animal that flies?" and the participant selected the picture of a bird).…”

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confidence: 99%

“…Although results of these studies demonstrate that tact and listener training can lead to the emergence of intraverbals, this is not always the case (Keintz et al, 2011;Smith et al, 2016;Vallinger-Brown & Rosales, 2014), and sometimes remedial procedures are necessary (Shillingsburg, Frampton, Cleveland, & Cariveau, 2018). For example, Shillingsburg et al (2018) trained participants to emit listener responses by feature or function (e.g., "Who says meow?"…”

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confidence: 99%

The Effects of the Interspersal of Related Responses on the Emergence of Intraverbals for Children With Autism Spectrum Disorder

Shillingsburg

Frampton

2019

Analysis Verbal Behav

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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. Keywords autism. emergence. intraverbal. tact. listener responding. verbal behavior Responses under intraverbal control (Palmer, 2016) are thought to make up a substantial portion of our day-today interactions, making these verbal behaviors critical for individuals with autism spectrum disorder (ASD). As noted by Sundberg and Sundberg (2011), "it is nearly impossible to have much of a discussion about any specific topic with only echoics, mands, and tacts" (p. 24). Children with ASD sometimes struggle to learn intraverbals because they have difficulty responding to formal prompts, they have

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“…For example, Smith et al (2016) demonstrated the emergence of intraverbal responses in the form of answering questions (e.g., "What's an animal that flies?") after listener training involving the same set of questions.…”

Section: Intraverbalsmentioning

confidence: 99%

Empirical Application of Skinner’s Verbal Behavior to Interventions for Children with Autism: A Review

DeSouza

Akers

Fisher

2017

Analysis Verbal Behav

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Sundberg and Michael (2011) reviewed the contributions of Skinner's (1957) Verbal Behavior to the treatment of language delays in children with autism spectrum disorder (ASD) and discussed several aspects of interventions, including mand training, intraverbal repertoire development, and the importance of using Skinner's taxonomy of verbal behavior in the clinical context. In this article, we provide an update of Sundberg and Michael's review and expand on some discussion topics. We conducted a systematic review of studies that focused on Skinner's verbal operants in interventions for children with ASD that were published from 2001 to 2017 and discussed the findings in terms of journal source, frequency, and type of verbal operant studied.

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Emergent Intraverbal Forms may Occur as a Result of Listener Training for Children with Autism

Cited by 17 publications

References 12 publications

Promoting the development of verbal responses using instructive feedback

Promoting the development of verbal responses using instructive feedback

The Effects of the Interspersal of Related Responses on the Emergence of Intraverbals for Children With Autism Spectrum Disorder

Empirical Application of Skinner’s Verbal Behavior to Interventions for Children with Autism: A Review

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