Evaluating the Emergence of Reverse Intraverbals Following Intraverbal Training in Young Children with Autism Spectrum Disorder

Dickes, Nitasha; Kodak, Tiffany

doi:10.1002/bin.1412

Cited by 13 publications

(10 citation statements)

References 19 publications

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“…Following equivalence training, two of the three participants were able to respond to the untrained wh-questions, thereby demonstrating intraverbals under convergent control of the specific type of wh-question, as well as the community helper, location, and activity. Dickes and Kodak (2015) extended the findings of Pérez-González, García-Asenjo, Williams, and Carnerero (2007) by examining whether novel reverse intraverbals were produced by training only the original intraverbal or training of the original and reverse intraverbals. Sets of intraverbals with compound stimuli across categories (e.g., opposites, function, or feature) included the original, such as "What do you play with?," and the reverse, "What do you do with a doll?."…”

Section: Convergent Controlmentioning

confidence: 63%

Intraverbal Training for Individuals with Autism: The Current Status of Multiple Control

Stauch

LaLonde

Plavnick

et al. 2017

Analysis Verbal Behav

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Teaching complex intraverbal responding to children with autism spectrum disorder (ASD) can be challenging and often requires careful programming. Divergent and convergent multiple control are particularly important elements to incorporate into intraverbal training programs, as well as procedures to ensure responding is under control of both discriminative and conditional vocal verbal stimuli. The current study systematically reviewed research articles on intraverbal training methods for individuals with ASD published and available from 2005 to 2016. The purpose of the review was to assess the extent to which divergent and convergent control was incorporated into training and to determine whether systematic instruction ensured correct verbal conditional discriminations. Thirty-six studies met inclusion criteria and were included in this reviewed. A total of 5 studies taught intraverbal responding under divergent control and 21 taught responding under convergent control. Two studies sufficiently described procedures to ensure accurate verbal conditional discriminations across trials. The results highlight the need for additional research on systematic teaching procedures for complex intraverbal repertoires.

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Section: Convergent Controlmentioning

confidence: 63%

Intraverbal Training for Individuals with Autism: The Current Status of Multiple Control

Stauch

LaLonde

Plavnick

et al. 2017

Analysis Verbal Behav

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“…We need to determine a straightforward format to concisely present the skills present and deficit. It would be useful for readers to know the participants' history with a particular procedure or skill, such as the experiments that reported participants had previously been exposed to intraverbal training (e.g., Dickes & Kodak, 2015; Ingvarsson et al., 2016) or when participants had not yet mastered verbal conditional discriminations (e.g., Haggar et al., 2018). It would also be useful to know if the participant had mastered simple intraverbals and how many were in their repertoire.…”

Section: Discussionmentioning

confidence: 99%

A systematic review of empirical intraverbal research: 2015–2020

Jennings

Vladescu

Miguel

et al. 2021

Behavioral Interventions

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The impact of Verbal Behavior (Skinner, 1957) on behavior analytic research, although not immediate, has steadily increased. Empirical investigations of verbal operants initially focused on mands and tacts, yet other operants such as intraverbals, echoics, and autoclitics have started to receive more attention. Aguirre et al. (2016) reviewed intraverbal research between 2005 and 2015. The results showed an increase in intraverbal research, with studies mostly focused on direct intraverbal training and emergent behavior. The authors noted the substantial increase in intraverbal studies assessing emergence, suggesting a subsequent brief review would be beneficial. The purpose of the current review was to replicate and extend Aguirre et al. In addition to analyzing publication trends and research emphasis, we also identified and quantified the skill sets of participants, the method and components of training, and additional procedural details. The findings show a continued increase in intraverbal research, with empirical evidence supporting prerequisite skills.

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“…Although, previous studies have implemented listener training and probed for the emergence of reverse intraverbals in typically developing children (e.g., Cortez et al, 2020;Petursdottir et al, 2008b), only three studies have examined the emergence of reverse intraverbal responding in children with ASD (Allan et al, 2015;Dickes & Kodak, 2015;Thakore & Petursdottir, 2021). In Allan et al (2015), intraverbal training included multiple exemplars taught concurrently, constant promptdelay procedures, programmed reinforcement, and bidirectional stimulus-response teaching formats.…”

mentioning

confidence: 99%

Emergent Intraverbal and Reverse Intraverbal Behavior Following Listener Training in Children with Autism Spectrum Disorder

Almås

Smith

Eldevik

et al. 2022

Analysis Verbal Behav

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We evaluated whether intraverbal and reverse intraverbal behavior emerged following listener training in children with autism spectrum disorder (ASD). Six participants were each taught three sets of three “when?” questions in listener training. A multiple baseline design across behaviors (stimulus sets) was used to assess the effects of listener training. Results showed that intraverbal behavior emerged following listener training for five out of six participants. One participant received additional listener training and intraverbal training before intraverbal behavior emerged. Furthermore, reverse intraverbal responding occurred across all three sets of questions for three of the six participants. Establishing listener behavior may be a pathway for emergent intraverbal and reverse intraverbal responding in children with ASD. Future research could examine what skill repertoire may facilitate such transfer.

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Evaluating the Emergence of Reverse Intraverbals Following Intraverbal Training in Young Children with Autism Spectrum Disorder

Cited by 13 publications

References 19 publications

Intraverbal Training for Individuals with Autism: The Current Status of Multiple Control

Intraverbal Training for Individuals with Autism: The Current Status of Multiple Control

A systematic review of empirical intraverbal research: 2015–2020

Emergent Intraverbal and Reverse Intraverbal Behavior Following Listener Training in Children with Autism Spectrum Disorder

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