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Verbal Behavior in Young Children with Autism Spectrum Disorders at the Onset of an Early Behavioral Intervention Program

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Abstract

The scope of this study was direct observation of verbal behaviors of 14 children with autism spectrum disorders at the onset of an early behavioral intervention (EBI) program delivered in a public services agency. Objectives were to (1) describe frequencies of vocal, verbal, and listener behaviors; (2) evaluate the relationship between the behaviors and the children’s level of functioning (IQ and severity of autistic symptoms); and (3) describe the types of consequences provided by EBI therapists following the children’s behaviors. The descriptive and statistical analysis of the data showed that 3 profiles of children were distinctively different in vocal, verbal, and listener behaviors. The results concerning the consequences contingently delivered by therapists to those behaviors show that 65% were followed by positive attention, 5% by negative attention, and 30% by no attention. Results led to recommendations for planning EBI programs, where therapists are not formally trained in verbal behavior analysis.

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  1. Département de Psychologie, Université du Québec à Montréal, C.P. 8888, Succursale Centre-ville, Montréal (Québec), Canada, H3C 3P8

    Mélina Rivard & Jacques Forget

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  1. Mélina Rivard
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  2. Jacques Forget
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Correspondence to Mélina Rivard.

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Rivard, M., Forget, J. Verbal Behavior in Young Children with Autism Spectrum Disorders at the Onset of an Early Behavioral Intervention Program. Psychol Rec 62, 165–186 (2012). https://doi.org/10.1007/BF03395796

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