The Effects of Textual Prompting and Reading Fluency on the Acquisition of Intraverbals

Abstract

The study examined the effects of textual prompt fading on the acquisition of intraverbals in 3 individuals with developmental disabilities. An alternating treatments design was used to assess the two independent variables. The first independent variable was transfer of stimulus control without component skill fluency. The second independent variable was transfer of stimulus control with component skill fluency, in which participants were taught the textual responses used in the scripts to a level of fluency prior to transfer of stimulus control. The results suggest that transfer of stimulus control was effective for teaching intraverbals and that adding a fluency component resulted in faster acquisition for some participants.

Cultural and Linguistic Diversity in Recent Verbal Behavior Research on Individuals with Disabilities: a Review and Implications for Research and Practice

“…The results of this review indicate that culture and language backgrounds are rarely reported in the recent behavior-analytic language acquisition literature in the Daly et al (2006) 3 Kurdish N/A Referral for reading problems Hispanic Hispanic Emmick et al (2010) 3 journals we examined. Of the 103 articles that met inclusion criteria for review, nine studies listed cultural backgrounds of their participants (e.g., Ingvarsson and Hollobaugh 2010;Pelaez et al 2011), and only one study (Williams et al 2003) listed the language background of the participants.…”

“…In JABA, six articles (6 %; Charlop-Christy et al 2002;Chaabane et al 2009;Daly et al 2006;Ingvarsson and Hollobaugh 2010;Pelaez et al 2011;Williams et al 2003) included cultural descriptors (e.g., Ethiopian-American, Chinese-American, and Korean-American participants; Charlop-Christy et al 2002), and one article (1 %; Williams et al) included information about language background (e.g., English or Spanish language backgrounds). In TAVB, three articles (3 %; Yi et al 2006;Emmick et al 2010;Ingvarsson and Le 2011) included cultural descriptors (e.g., Iranian-American and Caucasian participants; Yi et al 2006), and we did not find any articles that included information about language background.…”

“…Of the nine articles with cultural and/or language descriptors, 21 participants had a diagnosis of autism (63 %; e.g., Charlop-Christy et al 2002), whereas other articles reported those at risk for developmental delays (11 participants; 33 %; Pelaez et al 2011), individuals with referrals for reading problems (three participants; 9 %; Daly et al 2006), and an individual with Down syndrome (3 %; Emmick et al 2010). Of the 300 participants in the 103 studies that met inclusion criteria, the articles reported cultural background for 33 of those participants (11 %) and language background for three participants (1 %).…”

“…Between the articles in JABA and TAVB with culture or language descriptors for participants, Caucasian (13 participants; 36 %; e.g., Emmick et al 2010) was the most commonly reported cultural background. Those from Hispanic descent (two participants; 5 %; e.g., Daly et al 2006) were the second most commonly reported cultural background.…”

Empirical Application of Skinner’s Verbal Behavior to Interventions for Children with Autism: A Review

“…We identified 40 studies involving intraverbal responses as one of the primary dependent variables. Seven studies focused on evaluating the effectiveness of various prompt strategies, including textual prompts (e.g., Emmick, Cihon, & Eshleman, 2010;Finkel & Williams, 2001;Vedora, Meunier, & Mackay, 2009), echoic prompts (e.g., Ingvarsson & Hollobaugh, 2011;Ingvarsson & Le, 2011), and tact prompts (e.g., Goldsmith et al, 2007;Kodak, Fuchtman, & Paden, 2012a) during intraverbal training.…”