Evaluation of the efficiency of listener and tact instruction for children with autism

Delfs, Caitlin H.; Conine, Daniel E.; Frampton, Sarah E.; Shillingsburg, M. Alice; Robinson, Hannah C.

doi:10.1002/jaba.166

Cited by 41 publications

(42 citation statements)

References 33 publications

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“…However, we observed higher levels of correct intraverbals following MT training with the second target set relative to the first set for all three participants trained on a second set (i.e., Kelly, Thomas, and William). Moreover, once they mastered the MT targets, three of the participants (James, Kelly, & William) mastered ML in baseline without direct training, suggesting that tact training facilitated the emergence of corresponding listener skills, consistent with a number of prior studies (e.g., Delfs, Conine, Frampton, Shillingsburg, & Robinson, ; Gilic & Greer, ; Miguel, Petursdottir, Carr, & Michael, ).…”

Section: Discussionsupporting

confidence: 84%

Facilitating the emergence of convergent intraverbals in children with autism

DeSouza

Fisher

Rodriguez

2018

J of App Behav Analysis

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Convergent intraverbals represent a specific type of intraverbal in which multiple components of one speaker's verbal behavior control a specific verbal response from another speaker (e.g., Speaker 1: What wooly, horned animal lives in the high country? Speaker 2: Bighorn sheep). To foster the development of advanced language, Sundberg and Sundberg (2011) proposed prerequisite skills that may engender the emergence of novel, convergent intraverbals. We used a multiple‐probe design with both nonconcurrent (across participants) and concurrent (across stimulus sets) components to evaluate the effects of training these prerequisite skills on the emergence of convergent intraverbals with four children with autism. Participants showed the emergence of convergent intraverbals at mastery levels after they displayed mastery performance on all of the prerequisite skills identified by Sundberg and Sundberg, lending support to their characterization as prerequisites. We discuss these findings in terms of operant mechanisms that may facilitate the development of generative language.

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Section: Discussionsupporting

confidence: 84%

Facilitating the emergence of convergent intraverbals in children with autism

DeSouza

Fisher

Rodriguez

2018

J of App Behav Analysis

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“…The emergence of tact responses after the acquisition of listener relations replicates previous research showing that although inconsistent, the emergence of speaker responses (tact) can be observed after listener training (e.g., Kobari-Wright & Miguel, 2014;Ribeiro et al, 2010). On the other hand, the fact that tact responses did not emerge after listener training for Jack is consistent with research suggesting that children with limited vocal repertoires may not tact after learning the corresponding listener behavior (Delfs, Conine, Frampton, Shillingsburg, & Robinson, 2014;Horne, Lowe, & Randle, 2004;Lee, Miguel, Darcey, & Jennings, in press;Sprinkle & Miguel, 2012).…”

Section: Discussionsupporting

confidence: 85%

The effects of listener training on discriminative control by elements of compound stimuli in children with disabilities

Ribeiro

Miguel

Goyos

2015

J Exper Analysis Behavior

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The purpose of the current study was to assess whether the establishment of listener relations with compound stimuli as samples and comparisons would lead to the emergence of: (1) speaker behavior in the form of tacts of the compound stimuli; (2) listener and tact responses for untaught compounds; and (3) listener and tact responses for the isolated properties of compounds. Participants were four boys diagnosed with autism and one diagnosed with intellectual disability. We taught participants to select among three compound comparisons consisting of combinations of shapes and patterns in the presence of the corresponding dictated word. Subsequently, we tested for the emergence of tacts for the trained compounds, as well as tact and listener relations for six untaught compounds and their properties. In general, results showed that the acquisition of listener relations led to the emergence of the corresponding tacts, as well as the emergence of listener and tact responses for untaught combinations for three out of five participants. By contrast, the other two participants showed responding characteristic of restricted stimulus control. These results suggest that the establishment of bidirectional relations between listener and speaker behaviors may facilitate the emergence of control by properties of compound stimuli.

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“…Efficient instruction has been defined as procedures that lead to achievement of a desired outcome with the least amount of wasted time, energy, or resources (Konrad et al, ). Measures of efficiency include: trials to criterion, durability under maintenance conditions, and effects beyond the training context (e.g., Delfs, Conine, Frampton, Shillingsburg, & Robinson, ; Striefel, Wetherby, & Karlan, ; Vladescu & Kodak, ). Producing change beyond the training context could take the form of generalization across settings or materials.…”

mentioning

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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Evaluation of the efficiency of listener and tact instruction for children with autism

Cited by 41 publications

References 33 publications

Facilitating the emergence of convergent intraverbals in children with autism

Facilitating the emergence of convergent intraverbals in children with autism

The effects of listener training on discriminative control by elements of compound stimuli in children with disabilities

Promoting the development of verbal responses using instructive feedback

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