Multiply controlled verbal operants: An analysis and extension to the picture exchange communication system

Bondy, Andy; Tincani, Matt; Frost, Lori

doi:10.1007/bf03393184

Cited by 53 publications

(42 citation statements)

References 23 publications

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“…Improvisation skills might be most needed, however, when the desired item is absent, such that the child has no other way of communicating the request (e.g., by pointing). Therapist and parent recordings of pure mands (see Bondy, Tincani, & Frost, 2004) in situations in which the items were not visible (e.g., in a closet) suggest that generalization of improvisational skills occurred. Further systematic analysis of generalization of improvisational skills is warranted.…”

Section: Resultsmentioning

confidence: 99%

A Preliminary Analysis of Teaching Improvisation With the Picture Exchange Communication System to Children With Autism

Marckel

Neef

Ferreri

2006

J of App Behav Analysis

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Two young boys with autism who used the picture exchange communication system were taught to solve problems (improvise) by using descriptors (functions, colors, and shapes) to request desired items for which specific pictures were unavailable. The results of a multiple baseline across descriptors showed that training increased the number of improvised requests, and that these skills generalized to novel items, and across settings and listeners in the natural environment.

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Section: Resultsmentioning

confidence: 99%

A Preliminary Analysis of Teaching Improvisation With the Picture Exchange Communication System to Children With Autism

Marckel

Neef

Ferreri

2006

J of App Behav Analysis

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“…In addition, a preferred item was present on each trial, such that participants' requests may have functioned as partial tacts. Thus, the repertoires established in this study may be more appropriately conceptualized as multiply-controlled mand-tacts (the reader is referred to Bondy, Tincani, & Frost, 2004, for a discussion of multiply-controlled verbal operants). Because participants learned to answer the questions "What do you want?"…”

Section: Discussionmentioning

confidence: 99%

Expanding Vocal Requesting Repertoires via Relational Responding in Adults with Severe Developmental Disabilities

Halvey¹,

Rehfeldt

2005

Analysis Verbal Behav

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We gratefully acknowledge two anonymous reviewers for helpful comments on an earlier version. This project constituted the master's thesis of the first author in the Behavior Analysis and Therapy program at Southern Illinois University, completed under the supervision of the second author. We thank Franklin-Williamson Human Services, Inc., in West Frankfort, IL. We also thank Autumn Kaufman, Rocio Rosales, Pam Tibbetts, and Megan Ziomek for assistance with the reliability data.Address Editorial Correspondence to Ruth Anne Rehfeldt, Ph.D., Mail code 4609, Rehabilitation Institute, Rehabilitation Services Program, Southern Illinois University, Carbondale, IL 62901-4609; email: rehfeldt@siu.edu.The purpose of this project was to demonstrate untrained vocal requests in three adults with severe developmental disabilities. Specifically, we evaluated whether a history of reinforced relational responding would give rise to untrained vocal requests for novel items. Participants were first taught to request preferred items using their category names. They were then taught conditional discriminations between pictures of preferred items that were categorically related. Finally, participants were tested for their abilities to request items that had not been originally presented during request training, using their category names. All participants demonstrated untrained requests, and for some participants, changes in the mand repertoire were accompanied by changes in the tact repertoire. Some participants also showed generalization of skills across settings.

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“…Multiply controlled operants are those that present the possibility of more than one occasioning stimulus or antecedent condition (Bondy et al 2004). For example, an intraverbal-mand-tact could be occasioned by an establishing operation (e.g., hunger; as is characteristic of a mand or request), plus a verbal discriminative stimulus (e.g., "Do you want something to eat?…”

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confidence: 99%

The Acquisition of Intraverbal Responding using a Speech Generating Device in School Aged Children with Autism

2015

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Powerful, portable, and readably available handheld computing technology has led to an increase in research investigating the use of such technology as a speechgenerating device (SGD). The results of such research have been favorable and the use of such devices as a SGD has become common practice. However, despite this increased interest in such devices, little research has gone beyond the acquisition of a mand (i.e., requesting) repertoire. The focus of the current investigation sought to expand the preliminary evidence base for the use of devices such as the iPad® as a SGD, by evaluating its use on the acquisition of intraverbal responding in school aged children with autism, using a multiple baseline across responses design. To investigate this two-school aged children were taught using a 5-s time delay with full-physical prompts to respond to an intraverbal statement regarding personal information, using the iPad® and application Proloqu2Go™ as a SGD. The results of the study were favorable, as both children acquired the ability to respond to three different intraverbal statements. The results offer additional support to the use of the iPad® as a SGD for individuals with autism.According to the Diagnostic and Statistical Manual of Mental Disorders (5th ed.) an individual diagnosed with autism must exhibit impairments (excesses or deficits) in social communication and interaction (American Psychiatric Association 2013). In fact, it has been estimated 76 % of individuals diagnosed with autism will not develop fluent speech and 30 % will fail to develop any vocal output (Wodka et al. 2013). For such J Dev Phys Disabil

show abstract

Multiply controlled verbal operants: An analysis and extension to the picture exchange communication system

Cited by 53 publications

References 23 publications

A Preliminary Analysis of Teaching Improvisation With the Picture Exchange Communication System to Children With Autism

A Preliminary Analysis of Teaching Improvisation With the Picture Exchange Communication System to Children With Autism

Expanding Vocal Requesting Repertoires via Relational Responding in Adults with Severe Developmental Disabilities

The Acquisition of Intraverbal Responding using a Speech Generating Device in School Aged Children with Autism

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