Teaching Intraverbal Behavior to Children with Autism: A Comparison of Textual and Echoic Prompts

Echoic, tact, and textual transfer procedures have been proven successful in establishing simple intraverbals (Braam and Poling Applied Research in Mental Retardation, 4, 279-302, 1983; Luciano Applied Research in Mental Retardation, 102, 346-357, 1986; Watkins et al. The Analysis of Verbal Behavior, 7, 69-81, 1989). However, these strategies may be ineffective for some children due to the complexity of the targeted intraverbals. The current study investigated the use of a novel procedure which included a modified chaining procedure and textual prompts to establish intraverbal behavior in the form of telling short stories. Visual prompts and rule statements were used with some of the participants in order to produce the desired behavior change. Results indicated that the procedure was effective for teaching retelling of short stories in three children with autism.

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confidence: 99%

Use of a Modified Chaining Procedure with Textual Prompts to Establish Intraverbal Storytelling

Valentino

Conine

Delfs

et al. 2015

“…The intraverbal is considered one of the most essential, yet difficult verbal operants for children with autism to acquire (Sundberg and Michael 2001). For this reason, several different procedures have been examined to teach intraverbal behavior to this population including transfer of stimulus control (Ingvarsson and Hollobaugh 2011;Partington and Bailey 1993;Vendora, Meunier, and Mackay 2009), match-to-sample or listener training (Miguel, Petursdottir, and Carr 2005;Petursdottir, Carr, Lechago, and Almason 2008a;Petursdottir, Olafsdottir, and Aradottir 2008b), multiple exemplar instruction (MEI; Fiorile and Greer 2007;Greer, Yuan, and Gautreaux 2005;Nuzzolo-Gomez and Greer 2004), and tact training (Coon and Miguel 2012;Dounavi 2011;May, Hawkins, and Dymond 2012).…”

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confidence: 99%

An Investigation of Stimulus Pairing and Listener Training to Establish Emergent Intraverbals in Children with Autism

Vallinger-Brown

Rosales

2014

We examined two methods to facilitate the emergence of untaught intraverbal responses to children with autism. Listener behavior training (LT) involved reinforcement of a selection-based response following presentation of an array of pictures on an iPad® and an auditory instruction describing a characteristic of the picture. Stimulus pairing (SP) involved presentation of one picture in isolation on the iPad® and an auditory instruction describing a characteristic of the picture. Participants were not required to emit an overt vocal response during SP. Results indicate both procedures were effective at producing some untaught intraverbal responses, but a transfer of stimulus control procedure was required for two of the three participants to meet mastery criterion. Results are discussed in terms of necessary prerequisite skills for each procedure, and the requirement of an overt or echoic response to help facilitate the emergence of intraverbals.

“…Results of comparison studies indicate that echoic-to-intraverbal is more efficient than tact-tointraverbal transfer for some learners (Ingvarsson and Le 2011), tact-to-intraverbal is more efficient than echoic-to-intraverbal transfer for other learners (Ingvarsson and Hollobaugh 2011), and that textual-to-intraverbal is more efficient than echoic-tointraverbal for some learners (Finkel and Williams 2001;Vedora et al 2009). The efficiency of each procedure is likely a product of participant learning history (Coon and Miguel 2012).…”

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confidence: 97%

“…Tact-to-intraverbal (Goldsmith et al 2007), echoic-to-intraverbal (Bloh 2008;Ingvarsson and Le 2011), receptive-to-intraverbal (Bloh 2008), and textual-tointraverbal (Finkel and Williams 2001;Vedora et al 2009) procedures for transferring stimulus control have proven effective for establishing intraverbals. Results of comparison studies indicate that echoic-to-intraverbal is more efficient than tact-tointraverbal transfer for some learners (Ingvarsson and Le 2011), tact-to-intraverbal is more efficient than echoic-to-intraverbal transfer for other learners (Ingvarsson and Hollobaugh 2011), and that textual-to-intraverbal is more efficient than echoic-tointraverbal for some learners (Finkel and Williams 2001;Vedora et al 2009).…”

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confidence: 99%

Evaluating the Emergence of Reverse Intraverbals in Children with Autism

Allan

Vladescu

Kisamore

et al. 2014

Verbal behavior plays a fundamental role in the development of complex social and communication skills. Many children diagnosed with autism spectrum disorder exhibit profound deficiencies in intraverbal repertoires and the development of social relationships. Recent studies that investigated the effects of intraverbal training on the emergence of reverse intraverbals produced mixed results (e.g., Perez-Gonzalez et al., Journal of Applied Behavior Analysis 40: [697][698][699][700][701] 2007)). In the current study, a multiple-probe design across four participants with autism was used to evaluate the effects of intraverbal training on the emergence of reverse intraverbals. Intraverbal training consisted of multiple exemplars taught concurrently, bidirectional stimulusresponse teaching formats, general case analysis, reinforcement, and a constant prompt delay (CPD) procedure. Participants were trained on intraverbal targets and probes were conducted to assess emergence of untaught reverse intraverbals. Three participants demonstrated the emergence of reverse intraverbals as a result of the intraverbal training procedures. Social validity and maintenance of target responses and emergent reverse intraverbals were assessed.