Verbal Behavior Analysis of Teaching Story Recall to Children with Autism: A Replication and Extension

Autor/inn/en	Conine, Daniel E.; Guerrero, Lisa A.; Jones-Thomas, Erica; Frampton, Sarah E.; Vollmer, Timothy R.; Smith-Bonahue, Tina
Titel	Verbal Behavior Analysis of Teaching Story Recall to Children with Autism: A Replication and Extension
Quelle	In: Analysis of Verbal Behavior, 39 (2023) 1, S.118-145 (28 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Conine, Daniel E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0889-9401
DOI	10.1007/s40616-023-00183-2
Schlagwörter	Autism Spectrum Disorders; Recall (Psychology); Verbal Communication; Children; Reading Skills; Reading Comprehension; Story Reading; Intervention + Suchen Sie Ihr Suchwort? Autism; Autismus; Abberufung; Child; Kind; Kinder; Reading skill; Lesefertigkeit; Leseverstehen
Abstract	Children with autism spectrum disorder (ASD) may struggle with verbal behavior related to recall in various contexts. However, relatively little research has evaluated methods for improving recall among this population, and even fewer from a verbal behavior perspective. One socially important set of skills that relies upon a behavioral repertoire of recall is applied reading skills, such as reading comprehension and story recall. Valentino et al. (2015) designed an intervention package to teach children with ASD to recall short stories and conceptualized the behavior as an intraverbal chain. The present study replicated and extended that study with three school-aged children with ASD using a multiple baseline design across stories. For some participants and some stories, story recall was mastered under less intensive intervention conditions than in the previous study. When it was necessary to implement the full intervention package, the effects largely replicated previous research. Improvements in recall were correlated with increases in correct answers to comprehension questions. These data have important implications for clinicians and educators providing reading and recall interventions to children with ASD. Results also have theoretical implications for verbal behavior accounts of memory and recall, and suggest several possible avenues for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01