The Effects of the Interspersal of Related Responses on the Emergence of Intraverbals for Children with Autism Spectrum Disorder

Autor/inn/en	Shillingsburg, M. Alice; Frampton, Sarah E.
Titel	The Effects of the Interspersal of Related Responses on the Emergence of Intraverbals for Children with Autism Spectrum Disorder
Quelle	In: Analysis of Verbal Behavior, 35 (2019) 2, S.172-195 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0889-9401
DOI	10.1007/s40616-019-00110-4
Schlagwörter	Children; Autism; Pervasive Developmental Disorders; Verbal Communication; Interpersonal Communication; Responses; Listening Skills; Pictorial Stimuli; Task Analysis; Remedial Instruction; Training; Prompting + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Autismus; Interpersonale Kommunikation; Fantasieanregung; Aufgabenanalyse; Förderkurs; Ausbildung; Benutzerführung
Abstract	The present study evaluated the emergence of intraverbals for 2 children diagnosed with autism spectrum disorder. Prior to baseline, both children demonstrated tact, tact function, listener, and listener by function responses with 12 pictorial stimuli, yet they failed to demonstrate intraverbals related to the function of the items (e.g., "What do you do with [item]?" and "What do you use to [function]?"). Following baseline, previously mastered "related" tact, tact function, listener, and listener by function tasks were presented prior to probe trials for the target item-function and function-item intraverbals. Results showed that interspersal of the related tasks for a subset of the intraverbals led to the emergence of untrained item-function and function-item intraverbals for both participants. In Experiment 2, the long-term effects of this remedial training on the emergence of untrained intraverbals was evaluated as new tact and listener responses were trained. Results of Experiment 2 showed that tact function and listener by function training was sufficient to establish the emergence of item-function and function-item intraverbals in the absence of related-task interspersal. These results are discussed in relation to current explanations for emergent responding. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01