The Effect of Joint Control Training on the Performance of Multiply Controlled Behavior: A Systematic Literature Review Relevant to Children with Autism Spectrum Disorder and Other Developmental Disabilities

Autor/inn/en	Ampuero, Miguel E.; Miklos, Michael
Titel	The Effect of Joint Control Training on the Performance of Multiply Controlled Behavior: A Systematic Literature Review Relevant to Children with Autism Spectrum Disorder and Other Developmental Disabilities
Quelle	In: Analysis of Verbal Behavior, 35 (2019) 2, S.149-171 (23 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ampuero, Miguel E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0889-9401
DOI	10.1007/s40616-019-00116-y
Schlagwörter	Autism; Pervasive Developmental Disorders; Developmental Disabilities; Behavior Modification; Verbal Communication; Children; Instructional Effectiveness; Responses + Suchen Sie Ihr Suchwort? Autismus; Entwicklungsstörung; Behaviour modification; Verhaltensänderung; Child; Kind; Kinder; Unterrichtserfolg
Abstract	Skinner (1957) differentiated the roles of the speaker and the listener in a verbal encounter. Although not extensively emphasized, Skinner suggested an individual often behaves verbally even when responding as a listener. Children diagnosed with autism spectrum disorders (ASD) often display the absence of important, and basic verbal repertoires that limit their ability to engage in a variety of social skills or problem-solving skills. Joint control suggests that multiply controlled verbal responding involves functional control of two 2 or more stimuli or verbal operants. This systematic literature review provides a summary of publications specifying the relation and implications of the analysis of joint control and joint control training in the acquisition of multiply controlled, non-speaker behaviors (e.g., selection-based behavior, sequencing behavior). The synthesis suggests that joint control training presents as a promising analytic tool in guiding interventions to teach complex, multiply controlled verbal and non-verbal repertoires to children diagnosed with autism ASD and/or other developmental disabilities. Recommendations for future research in joint control, as well as the implementation of joint control training, are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01