Emergent Intraverbal and Reverse Intraverbal Behavior Following Listener Training in Children with Autism Spectrum Disorder

Autor/inn/en	Almås, Inger Karin; Smith, Dean P.; Eldevik, Sigmund; Eikeseth, Svein
Titel	Emergent Intraverbal and Reverse Intraverbal Behavior Following Listener Training in Children with Autism Spectrum Disorder
Quelle	In: Analysis of Verbal Behavior, 38 (2022) 1, S.1-23 (23 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eikeseth, Svein)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0889-9401
DOI	10.1007/s40616-021-00164-3
Schlagwörter	Verbal Communication; Autism; Pervasive Developmental Disorders; Behavior Patterns; Teaching Methods; Listening Skills; Transfer of Training; Questioning Techniques; Children; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Autismus; Teaching method; Lehrmethode; Unterrichtsmethode; Training; Transfer; Ausbildung; Befragungstechnik; Fragetechnik; Child; Kind; Kinder; Unterrichtserfolg
Abstract	We evaluated whether intraverbal and reverse intraverbal behavior emerged following listener training in children with autism spectrum disorder (ASD). Six participants were each taught three sets of three "when?" questions in listener training. A multiple baseline design across behaviors (stimulus sets) was used to assess the effects of listener training. Results showed that intraverbal behavior emerged following listener training for five out of six participants. One participant received additional listener training and intraverbal training before intraverbal behavior emerged. Furthermore, reverse intraverbal responding occurred across all three sets of questions for three of the six participants. Establishing listener behavior may be a pathway for emergent intraverbal and reverse intraverbal responding in children with ASD. Future research could examine what skill repertoire may facilitate such transfer. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01