Swipe om te navigeren naar een ander artikel
The present study was conducted as part of the first author’s doctoral research under the supervision of the third author.
The present study evaluated the emergence of intraverbal responses following tact training with three adolescents diagnosed with autism spectrum disorders. Participants were taught to tact the name of a cartoon character (e.g., “What is the name of this monster?” [“Simon”]) and that character’s preferred food (e.g., “What food does this monster eat?” [“Chips”]). Following tact training, test probes revealed the emergence of untrained vocal intraverbals. Specifically, in the absence of pictures, participants stated the name of the character when given the food preference (e.g., “Which monster eats chips?”), and stated the food when given the character name (e.g., “What food does Simon eat?”). The findings are discussed with reference to the growing literature on verbal behavior and derived relational responding.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Barnes-Holmes, D., Barnes-Holmes, Y., & Cullinan, V. (2000). Relational frame theory and Skinner’s Verbal Behavior: A possible synthesis. The Behavior Analyst,23, 69–84. PubMed
Braam, S. J., & Sundberg, M. L. (1991). The effects of specific versus nonspecific reinforcement on verbal behavior. The Analysis of Verbal Behavior,9, 19–28. PubMed
Department for Education and Employment (DfEE)/Qualifications and Curriculum Authority (QCA). (1999). The National Curriculum. London: QCA.
Dunn, L. M., Dunn, L. M., Whetton, C., & Burley, J. (1997). The British Picture Vocabulary Scale (II). London: Nelson.
Dymond, S., May, R. J., Munnelly, A., & Hoon, A. E. (2010). Evaluating the evidence base for relational frame theory: A citation analysis. The Behavior Analyst,33, 97–119. PubMed
Grannan, L., & Rehfeldt, R. A. (in press). Emergent intraverbal responses via tact and match-to-sample instruction. Journal of Applied Behavior Analysis.
Greer, R. D., & Ross, D. E. (2008). Verbal behavior analysis: Inducing and expanding new verbal capabilities in children with language delays. New York: Allyn and Bacon.
Harvey, M. T., May, M. E., & Kennedy, C. H. (2004). Nonconcurrent multiple baseline designs and the evaluation of educational systems. Journal of Behavioral Education,13, 267–276. CrossRef
LeBlanc, L. A., Dillon, C. M., & Sautter, R. A. (2009). Establishing mand and tact repertoires. In R. A. Rehfeldt & Y. Barnes-Holmes (Eds.), Derived relational responding: Applications for learners with autism and other developmental disabilities (pp. 79–108). Oakland, CA: New Harbinger.
LeBlanc, L. A., Miguel, C. F., Cummings, A. R., Goldsmith, T. R., & Carr, J. E. (2003). The effects of three stimulus equivalence testing conditions on emergent US Geography relations of children diagnosed with autism. Behavioral Interventions,18, 279–289. CrossRef
Lovaas, O. I. (2002). Teaching individuals with developmental delays: Basic intervention techniques. Austin, TX: PRO-ED.
May, R. J., & Dymond, S. (in press). Facilitating emergent verbal repertoires in individuals with autism and other developmental disorders: Insights from behavior analysis. In J. Arciuli & J. Brock (Eds.), Trends in language acquisition research: Language and communication impairment in childhood autism. Amsterdam: John Benjamins Publishing Company.
Miguel, C. F., Petursdottir, A. I., & Carr, J. E. (2005). The effects of multiple-tact and receptive-discrimination training on the acquisition of intraverbal behavior. The Analysis of Verbal Behavior,21, 27–41. PubMed
Perez-Gonzalez, L. A., Garcıa-Asenjo, L., Williams, G., & Carnerero, J. J. (2007). Emergence of intraverbal antonyms in children with pervasive developmental disorder. Journal of Applied Behavior Analysis,40, 697–701. PubMed
Petursdottir, A. I., & Haflidadottir, R. D. (2009). A comparison of four strategies for teaching a small foreign language vocabulary. Journal of Applied Behavior Analysis,42, 497–745. CrossRef
Rehfeldt, R. A., & Barnes-Holmes, Y. (Eds.). (2009). Derived relational responding applications for learners with autism and other developmental disabilities. Oakland, CA: New Harbinger.
Rosales, R., & Rehfeldt, R. A. (2009). Extending functional communication through relational framing. In R. A. Rehfeldt & Y. Barnes-Holmes (Eds.), Derived relational responding applications for learners with autism and other developmental disabilities (pp. 237–256). Oakland, CA: New Harbinger.
Sautter, R. A., & LeBlanc, L. A. (2006). Empirical applications of Skinner’s analysis of verbal behavior with humans. The Analysis of Verbal Behavior,22, 35–48. PubMed
Sidman, M. (1971). Reading and auditory-visual equivalences. Journal of Speech and Hearing Research,14, 5–13. PubMed
Sidman, M. (1994). Equivalence relations and behavior: A research story. Boston: Authors Cooperative.
Skinner, B. F. (1957). Verbal behavior. Acton, MA: Copley. CrossRef
Stromer, R., & Vogt, R. (2009). The formation and elaboration of stimulus classes. In A. Fitzer & P. Sturmey (Eds.), Language and autism: Applied behavior analysis, evidence, and practice (pp. 218–249). Austin, Tex: Pro-Ed.
Sundberg, M. L., & Michael, J. (2001). The benefits of Skinner’s analysis of verbal behavior for children with autism. Behavior Modification,25, 692–724. CrossRef
Sundberg, M. L., & Partington, J. W. (1998). Teaching language to children with autism or other developmental disabilities. Pleasant Hills, CA: Behavior Analysts.
- Brief Report: Effects of Tact Training on Emergent Intraverbal Vocal Responses in Adolescents with Autism
Richard J. May
- Springer US