The “Silent Dog” Method: Analyzing the Impact of Self-Generated Rules When Teaching Different Computer Chains to Boys with Autism

Arntzen, Erik; Halstadtro, Lill-Beathe; Halstadtro, Monica

doi:10.1007/bf03393069

Cited by 9 publications

(7 citation statements)

References 38 publications

(41 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, no previous studies have been published which have attempted to establish RGB in individuals in these populations. One study on RGB in individuals with developmental disabilities evaluated the effects of self-generated rules on computer tasks (Arntzen, Halstradtro, & Halstradtro, 2009). Using the "silent dog" strategy, they assessed the control of self-instructions on the behavior of a boy with autism.…”

Section: Rule-governed Behaviormentioning

confidence: 99%

Rule-Governed Behavior: Teaching a Preliminary Repertoire of Rule-Following to Children With Autism

Tarbox

Zuckerman

Bishop

et al. 2011

Analysis Verbal Behav

View full text Add to dashboard Cite

Rule-governed behavior is generally considered an integral component of complex verbal repertoires (Skinner, 1974) but has rarely been the subject of empirical research. In particular, little or no previous research has attempted to establish rulegoverned behavior in individuals who do not already posses the repertoire. This study consists of two experiments which evaluated multiple exemplar training procedures for teaching a simple component skill which may be necessary for developing a repertoire of rule-governed behavior. In both experiments, children with autism were taught to respond to simple rules which specified antecedents and the behaviors which should occur in their presence. In the first study, participants were taught to respond to rules containing "if/then" statements, where the antecedent was specified before the behavior. The second experiment was a replication and extension of the first. It involved a variation on the manner in which rules were presented. Both experiments eventually demonstrated generalization to novel rules for all participants, however variations to the standard procedure were required for several participants. Results suggest that rule-following can be analyzed and taught as generalized operant behavior and implications for future research are discussed.

show abstract

Section: Rule-governed Behaviormentioning

confidence: 99%

Rule-Governed Behavior: Teaching a Preliminary Repertoire of Rule-Following to Children With Autism

Tarbox

Zuckerman

Bishop

et al. 2011

Analysis Verbal Behav

View full text Add to dashboard Cite

show abstract

“…Alternative indirect behavioral methods come from the cognitive literature and include protocol analysis and the "silent dog" paradigm (Hayes et al, 1998;Alvero and Austin, 2006;Arntzen et al, 2009). Both methods involve training the participants to verbalize their thoughts when performing a nonverbal task and explore whether the resulting self-talk helps in controlling their behavior.…”

Section: Direct and Indirect Measurements Of Ismentioning

confidence: 99%

The Emergence of Inner Speech and Its Measurement in Atypically Developing Children

2020

View full text Add to dashboard Cite

show abstract

“…The second control is to test if disrupting ongoing talking alters on-task performance. And the third, control is to test if verbal reports from the first control alter other participants' performance) have shown that there is a functional relation between the verbalization of participants and their nonverbal behavior (e.g., Alvero & Austin, 2006;Arntzen, Halstadtro, & Halstadtro, 2009;Cabello, Luciano, Gomez, & Barnes-Holmes, 2004).…”

Section: Correspondence Between Verbal and Nonverbal Behaviormentioning

confidence: 99%

Talk-Aloud Protocols during Conditional Discrimination Training and Equivalence Class Formation

Vie

Arntzen

2017

Analysis Verbal Behav

Self Cite

View full text Add to dashboard Cite

The primary focus of the present experiment was to study participants' selftalk during conditional discrimination training and test for the emergence of conditional relations consistent with equivalence. Eighteen adult participants were exposed to either a Many-to-One (MTO) or a One-to-Many (OTM) training structure arranged as a 6-s delayed matching-to-sample (DMTS) procedure. During training and testing, participants were asked to talk aloud. Each trial was divided into three time-windows for recording vocal responses. The first time-window was when the sample was presented, the second time-window was the delay following the offset of the sample stimulus until the onset of the comparisons, and the final time-window was when the comparison array was presented. Overall, participants in the OTM condition talked more than participants in the MTO condition. The participants exposed to MTO increased talking during the third time-window from last part of training to test more than the participants in the OTM condition. For 16 of the 18 participants, talking aloud was less than 55% in the second time-window (during the delay). Conversely, talking in the first and third time-windows were higher than 90% in both groups. Thus, it seems that talking is affected by the shift from training to testing to a greater degree when exposed to MTO than OTM. Furthermore, the data indicate that the participants did not need to talk aloud during the delay to respond correctly on DMTS trials.

show abstract

The “Silent Dog” Method: Analyzing the Impact of Self-Generated Rules When Teaching Different Computer Chains to Boys with Autism

Cited by 9 publications

References 38 publications

Rule-Governed Behavior: Teaching a Preliminary Repertoire of Rule-Following to Children With Autism

Rule-Governed Behavior: Teaching a Preliminary Repertoire of Rule-Following to Children With Autism

The Emergence of Inner Speech and Its Measurement in Atypically Developing Children

Talk-Aloud Protocols during Conditional Discrimination Training and Equivalence Class Formation

Contact Info

Product

Resources

About