The acquisition and generalization of compound sentence structure in an autistic child

Stevens-Long, Judith; Schwarz, Jane L.; Bliss, Deborah

doi:10.1016/s0005-7894(76)80070-6

Cited by 10 publications

(8 citation statements)

References 7 publications

(4 reference statements)

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“…First, although teaching simpler mands (e.g., single words) is common (Gobbi et al, 1986;Winborn et al, 2002;Yoder et al, 1995) and is considered to be best practice by some (Horner & Day, 1991;Musselwhite & St. Louis, 1988), the current data suggest that training one or a few framed mands after single-word mands have been acquired is likely to result in the emergence of untrained mands (e. g., generalization). These results are somewhat similar to those of Stevens-Long (1974), who evaluated the influence of differential reinforcement on simple and compound sentences and found that training simple sentences resulted in an increase in simple sentences with no effects on compound sentences. Training of compound sentences resulted in an increase of compound sentences and a decrease of simple sentences and, more important, in the production of compound sentences not previously taught.…”

Section: Discussionsupporting

confidence: 87%

A Preliminary Evaluation of the Emergence of Novel Mand Forms

Hernandez

Hanley

Ingvarsson

et al. 2007

J of App Behav Analysis

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Strategies that produce generalized responding are valuable, especially with regard to language acquisition, because relatively little training may result in large behavior changes. Conditions that result in generalized manding were analyzed in the current study. We demonstrated in reversal designs that undesirable or single-word responses were the predominant mand forms of 3 preschool children. Multiple baseline designs with 2 participants and a reversal design with 1 participant were then used to demonstrate the extent to which differential reinforcement of single-word mands (e.g., "cars") or framed mands (e.g., "I want the cars, please") would result in the emergence of other single-word and framed mands for different items (e.g., mands for music, puppets, or puzzles). Results showed that prompting and differential reinforcement of one or two mand frames resulted in the emergence of other framed mands for all participants.

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Section: Discussionsupporting

confidence: 87%

A Preliminary Evaluation of the Emergence of Novel Mand Forms

Hernandez

Hanley

Ingvarsson

et al. 2007

J of App Behav Analysis

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“…Other studies that have built expressive or receptive response classes into the language of subjects of limited verbal ability include the training of receptive prepositions (Frisch & Schumaker, 1974), singular and plural declarative sentences (Garcia, Guess, & Byrnes, 1973), verb tenses (Lutzker & Sherman, 1974;Schumaker & Sherman, 1970), adjectival inflections (Baer & Guess, 1971), compound sentences (Stevens-Long & Rasmussen, 1974), complex sentences (Odom, Liebert, & Fernandez, 1969;Wheeler & Sulzer, 1970), and interrogative sentences (Twardosz & Baer, 1973). Many of these studies point toward the difficulty of teaching retarded or autistic subjects to generalize from, expressive to receptive language or vice versa, an important finding whose implications extend beyond the training of any particular grammatical form.…”

Section: Nonverbal Imitationmentioning

confidence: 99%

Teaching language to nonverbal children-with emphasis on problems of generalization.

Harris¹

1975

Psychological Bulletin

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Operant conditioning techniques have been successfully used to teach nonverbal children the skills necessary for functional language. A typical sequence of training is: attention, nonverbal imitation, verbal imitation, and functional speech. The basic components of these procedures have been well documented. However, research showing means of facilitating the extension of functional speech beyond the therapy room into the natural environment (i.e., generalizing therapeutic gains) is limited in scope and adequacy. The heterogeneous population included under the umbrella nonverbal makes research in this area especially difficult.

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“…Treze artigos tiveram como participantes crianças com o desenvolvimento atípico (Bennett & Ling, 1972;Garcia et al, 1973;Goldstein et al, 1987;Goldstein, 1989;Guess et al, 1968;Guess, 1969;Lutzker & Sherman, 1974;Martin, 1975;McGee et al, 1985;Sailor, 1971;Shumacker & Sherman, 1970;Stevens-Long et al, 1976;Wheeler & Sulzer, 1970). Sete tiveram como participantes crianças com desenvolvimento típico (Hart & Risley, 1988;Østvik et al, 2012;Ribes et al, 1977;Wright, 2006;Whitehurst & Novak, RBTCC 23 (2021Whitehusrt et al, 1974;Dal Ben & Goyos, 2019), dois foram realizados com estudantes universitários com desenvolvimento típico (Chase et al, 2008;Shimamune et al, 1999), um com adolescente com desenvolvimento atípico (Hicks et al, 2011) e um contou com crianças com desenvolvimento típico e atípico (Clark & Sherman, 1975 Legenda: DT = desenvolvimento típico; DA = desenvolvimento atípico; MET = treino com múltiplos exemplares.…”

Section: Artigos Experimentais Sem O Termo 'Autoclítico'unclassified

Comportamento autoclítico: Revisão sistemática de estudos experimentais

Santos

Souza

2022

Rev. Bras. Ter. Comp. Cogn.

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Revisões de literatura sobre comportamento verbal costumam indicar que existem poucos estudos experimentais sobre comportamento autoclítico. No entanto, podem existir estudos experimentais de caráter analítico comportamental que abordam autoclíticos sem utilizar este termo. Este trabalho realizou uma revisão da literatura buscando (1) ampliar o conhecimento sobre estudos experimentais analítico comportamentais que abordam autoclíticos, e (2) descrever e analisar o perfil dos participantes, procedimentos de ensino utilizados, autoclíticos avaliados e principais resultados dos estudos localizados. A busca foi feita no portal de periódicos da CAPES utilizando os termos ‘autoclitic’, ‘behavior analysis’, e termos relacionados à gramática. Foram selecionados 37 artigos que investigaram autoclíticos, sendo que 24 não utilizaram o termo. A maioria dos participantes dos estudos foram crianças com desenvolvimento atípico, os autoclíticos relacionais foram os mais estudados e o treino/ensino com/por múltiplos exemplares se mostraram importantes no ensino dos autoclíticos. Com base nestes resultados são sugeridas novas questões de pesquisa.

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The acquisition and generalization of compound sentence structure in an autistic child

Cited by 10 publications

References 7 publications

A Preliminary Evaluation of the Emergence of Novel Mand Forms

A Preliminary Evaluation of the Emergence of Novel Mand Forms

Teaching language to nonverbal children-with emphasis on problems of generalization.

Comportamento autoclítico: Revisão sistemática de estudos experimentais

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