Establishment of Symbolic Communication in Persons with Severe Retardation

Romski, Mary Ann; Sevcik, Rose A.; Pate, James L.

doi:10.1044/jshd.5301.94

Cited by 83 publications

(21 citation statements)

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“…For example, SB verbal behavior has been called an "aided" (Romski, et al, 1988;Sigafoos & Iacono, 1993) The tact relation as defined by Skinner (1957) is "a verbal operant in which a response of given form is evoked (or at least strengthened) by a particular object or event or property of an event. We account for the strength by showing that in the presence of the object or event a response of that form is characteristically reinforced in a given verbal community" (p. 82).…”

Section: Notesmentioning

confidence: 99%

“…First, as some researchers have recently noted, there appears to be an increase in the use of SB techniques (e.g., communication boards, PECS) with developmentally-delayed and disabled populations (Bondy & Frost, 1993;Shafer, 1993;Shane & Bashir, 1980;Sundberg, 1993;Sundberg & Sundberg, 1990). This increase has not been accompanied by much empirical research (Shafer, 1993;Sundberg & Sundberg, 1990), and published studies are often in the form of case studies (Romski, Sevcik & Pate, 1988).…”

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A Review of Studies Examining the Nature of Selection-based and Topography-based Verbal Behavior

Potter

Brown

1997

Analysis Verbal Behav

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Selection-based (SB) verbal behavior, in most general terms, consists of selecting stimuli from an array, which presumably has some effect on a listener. Topography-based (TB) verbal behavior consists of responses with unique topographies (e.g. speaking, signing, writing) which is also presumed to have some effect on a listener. This article reviews research examining the nature of these two types of verbal behavior. Overall, TB verbal behavior appears to be more easily acquired and may also function to mediate some SB verbal behavior.Researchers are in the process of clarifying the differences between selection-based and topography-based verbal behavior, as initially specified by Michael (1985) and expanded on by Cresson (1994) and Stratton (1992). The purpose of this article is to provide an overview of these differences, then summarize the research which has been conducted in this area.Topography-based (TB) verbal behavior consists of making a response with a unique form or topography (e.g., saying "What time is it?" or manually signing the same). The resulting stimulus from such a behavior presumably affects the listener in an appropriate manner. Common examples of topography-based verbal behavior include speaking, signing (as with the sign language of the deaf), and writing.Contrast this with selection-based (SB) verbal behavior, which consists of pointing to a stimulus, or series of stimuli, arranged in an array. The listener, watching which stimuli are pointed to, responds in an This review was part of the first author's dissertation submitted in partial fulfillment of a Doctor of Philosophy degree at Western Michigan University.

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Section: Notesmentioning

confidence: 99%

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A Review of Studies Examining the Nature of Selection-based and Topography-based Verbal Behavior

Potter

Brown

1997

Analysis Verbal Behav

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“…Persons with mental retardation often have great difficulty acquiring arbitrary matching to sample, a form of conditional discrimination (Mcllvane, Dube, Kledaras, Iennaco, & Stoddard, 1990;Romski, Sevcik, & Pate, 1988), even though they may readily demonstrate identity matching (K. Saunders & Spradlin, 1989. We have previously suggested that these difficulties can be due to deficits in prerequisite component skills.…”

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Conditional Discrimination in Mentally Retarded Subjects: Programming Acquisition and Learning Set

Saunders

Spradlin

1993

J Exper Analysis Behavior

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In Experiment 1, 3 subjects with retardation were exposed to two visual-visual arbitrary matchingto-sample problems each day. One conditional discrimination was presented under trial-and-error conditions, and the other was presented under a component training procedure. The latter began by establishing the comparison discrimination and its rapid reversal. The successive discrimination between the sample stimuli was established through differential naming. Then, sample naming was maintained in conditional discrimination sessions in which the same sample was presented in blocks of consecutive trials. Block size was decreased across sessions until sample presentation was randomized as in trial-and-error training (but with naming maintained). Two subjects initially learned only with component training. The performance of the 3rd subject was inconsistent across conditional discriminations. One of the successful subjects ultimately learned rapidly and consistently with trial-anderror procedures. Experiment 2 sought to demonstrate learning set in the other 2 subjects. Elements of the component training procedure were withdrawn over successive conditional discriminations. Ultimately, 1 subject nearly always learned under trial-and-error conditions, and the other learned under trial-and-error conditions combined with differential sample naming.

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“…A study by Romski, Sevcik, and Pate (1988) illustrates a similar concern. They trained learners with mental retardation to select lexigrams on a computer keyboard to mand food items.…”

Section: Establishing Performance Across Untrained Stimulus Conditionsmentioning

confidence: 91%

Establishing verbal repertoires: Toward the application of general case analysis and programming

O’Neill

1990

Analysis Verbal Behav

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A great deal of clinical and experimental work in past decades has focused on establishing functional verbal repertoires that are used across various settings and situations by persons with moderate and severe disabilities. Such work has not always involved a careful analysis and programming approach for structuring training to achieve the desired range of stimulus control relationships. General case analysis and programming procedures, which are based on behavior analytic and Direct Instruction principles and techniques, have proven effective in recent years for teaching a variety of community-based skills to leamers with moderate and severe disabilities. This paper outlines the general case process and discusses its application to establish verbal repertoires.

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Establishment of Symbolic Communication in Persons with Severe Retardation

Cited by 83 publications

References 0 publications

A Review of Studies Examining the Nature of Selection-based and Topography-based Verbal Behavior

A Review of Studies Examining the Nature of Selection-based and Topography-based Verbal Behavior

Conditional Discrimination in Mentally Retarded Subjects: Programming Acquisition and Learning Set

Establishing verbal repertoires: Toward the application of general case analysis and programming

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