Recent research on the relative efficiency of speaker and listener instruction for children with autism spectrum disorder

Contreras, Bethany P.; Cooper, Alexandra; Kahng, SungWoo

doi:10.1002/jaba.543

Cited by 15 publications

(9 citation statements)

References 11 publications

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“…Overall, Contreras et al (2020) pointed out that the results replicated and extended the literature mentioned in the previous review (Petursdottir & Carr, 2011), suggesting that teaching expressive responses first is more efficient than teaching receptive responses first. In other words, teaching expressive skills produced a better emergence effect of untaught related receptive skills than the opposite sequence (training receptive responses and assessing the emergence of related expressive responses thereafter).…”

Section: Introductionsupporting

confidence: 81%

“…The literature on Applied Behavior Analysis (ABA), as to the experimental investigation of efficiency of teaching receptive and expressive language to learners with ASD and other cases of atypical development, suggests that a particular instructional sequence (teaching a expressive skill first and probing a related untaught receptive skill later) may be the most efficient sequence for many learners, unlike the recommendation from the traditional literature on the theme, which suggests the administration of the opposite instructional sequence (Loovas, 2003). Two important reviews (Contreras et al, 2020;Petursdottir & Carr, 2011) mentioned research with data indicating that the teaching of expressive skills first demands less learning trials for the acquisition of the repertoires, and produces better emergence effects of related receptive skills. As to the case of expressive language, the studies involved one of two types of expressive skills, also called verbal operant behaviors: tact and intraverbals (Skinner, 1992).…”

Section: Discussionmentioning

confidence: 99%

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Efficiency of expressive and receptive language teaching in children with autism spectrum disorder

Matos¹,

Cordeiro²,

Mendes³

et al. 2020

RSD

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Research in Applied Behavior Analysis (ABA) investigated the efficiency of receptive and expressive language interventions in learners with Autism Spectrum Disorder (ASD). Listener responding by function, feature and class (LRFFC) and intraverbal (FFC) are some types of receptive and expressive language, respectively, which were targets in investigations. The previous literature demonstrated experimentally that teaching intraverbal first is more efficient, in the sense that it produced a better emergence effect of related untaught LRFFC in children with ASD, contrary to the recommendation by a traditional literature, which suggests that receptive skills, such as the LRFFC, should be taught first. The current research had the goal to compare the efficiency of intraverbal and LRFFC training as well, considering the effects on the possible emergence of related untaught repertoire in two children with ASD. The difference from the previous literature was that, during the teaching of LRFFC responses, the tact (labeling) of pictures involved was also taught, considering that this was a recommendation of previous research. The purpose was to assess if tact training would increase the efficiency of LRFFC training. The results showed that both instructional sequences (training LRFFC - probing intraverbal; training intraverbal - probing LRFFC) successfully established emergent responding, regarding the untaught related repertoire for both participants. However, intraverbal training produced emergence of LRFFC to a lesser extent for both. Data were discussed in the sense that tact training during LRFFC training probably increased its efficiency and that preexisting skills, regarding each participant, also influenced the efficiency of teaching.

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Section: Introductionsupporting

confidence: 81%

Section: Discussionmentioning

confidence: 99%

Efficiency of expressive and receptive language teaching in children with autism spectrum disorder

Matos¹,

Cordeiro²,

Mendes³

et al. 2020

RSD

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“…Our results are consistent with current literature suggesting that listener behavior is more likely to emerge from tact training than vice versa. (Contreras et al, 2020; Petursdottir & Carr, 2011). Participants exposed to tact training (Experiment 1) all passed Analogy Tests without exposure to additional conditions, while four of eight participants who received listener training (Experiment 2) required remedial training.…”

Section: Discussionmentioning

confidence: 98%

Establishing equivalence–equivalence analogical relations via tact and listener training

Cordeiro

Zhirnova

Miguel

2020

J Exper Analysis Behavior

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We investigated the role of verbal behavior on the emergence of analogy‐type responding as measured via equivalence–equivalence relations. In Experiment 1, 8 college students learned to label arbitrary stimuli as, “vek,” “zog,” and “paf”, and in Experiment 2, 8 additional participants learned to select these stimuli when hearing their names in an auditory–visual matching‐to‐sample (MTS) task. Experimenters tested for the emergence of relational tacts (i.e., “same” and “different”) and equivalence–equivalence relations (analogy tests) via visual–visual MTS. Half of the participants were exposed to a think‐aloud procedure. Even though they all passed analogy tests while tacting stimuli relationally, only participants exposed to tact training (Experiment 1) did so without the need for remediation. The results of these experiments confirm that individual discriminative and relational control of stimuli established through verbal behavior training is sufficient to produce equivalence–equivalence analogical responding, advancing the analysis of complex cognitive (problem‐solving) phenomena.

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“…tato) após o ensino de respostas de ouvinte (ex. resposta de seleção em tarefas de AVMTS e IDMTS+tato), contrastando com os dados que sugerem que o treino de respostas de ouvinte dificilmente facilita a emergência de resposta de falante (ver Contreras, Cooper, & Kahng, 2020).…”

Section: Discussionunclassified

Uma Revisão Sistemática de Estudos Experimentais sobre Nomeação Bidirecional

Santos¹,

Souza²

2020

REBAC

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A Nomeação bidirecional (BiN) pode ser genericamente definida como uma relação comportamental bidirecional que integra as funções verbais de falante e ouvinte. Recentemente, uma nova proposta de classificação de BiN em diferentes subtipos foi apresentada por Hawkins, Gautreaux e Chiesa (2018). O presente estudo realizou uma revisão sistemática de estudos experimentais sobre BiN com objetivo de identificar e analisar o perfil dos participantes e, considerando a nova classificação, os subtipos de BiN que os estudos buscaram avaliar e os procedimentos de ensino utilizados, os procedimentos empregados para testar a emergência da BiN, e a BiN efetivamente avaliada. Utilizando o termo ‘Naming’, foi realizada uma busca nas bases de dados PubMed, Wiley e Web of Science. Após a aplicação dos critérios de inclusão/exclusão, 29 artigos foram selecionados para análise. Observou-se que 16 estudos foram realizados com participantes com desenvolvimento atípico, e que a maioria utilizou (1) ensino de emparelhamento ao modelo por identidade com tato do estímulo modelo pelo experimentador (IDMTS+tato) e testes de tato e ouvinte na avaliação de Nomeação unidirecional de falante, considerando a análise dos efeitos do ensino de IDMTS+tato nos testes; e (2) ‘ensino por múltiplos exemplares’ (MEI) como procedimentos de indução de Nomeação unidirecional de falante. Discute-se a necessidade de estudos que avaliem de forma mais precisa os efeitos de diferentes procedimentos (ex. MEI, ‘observação de pareamento de estímulos’) na indução dos demais subtipos de BiN.Palavras-chave: nomeação bidirecional, falante, ouvinte, revisão sistemática.

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Recent research on the relative efficiency of speaker and listener instruction for children with autism spectrum disorder

Cited by 15 publications

References 11 publications

Efficiency of expressive and receptive language teaching in children with autism spectrum disorder

Efficiency of expressive and receptive language teaching in children with autism spectrum disorder

Establishing equivalence–equivalence analogical relations via tact and listener training

Uma Revisão Sistemática de Estudos Experimentais sobre Nomeação Bidirecional

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