ArticleThe Analysis of verbal behavior2015
Evaluating the Emergence of Reverse Intraverbals in Children with Autism.
Article in The Analysis of verbal behavior, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- The Use of Multiple Exemplar Instruction to Induce Emergent Listener Discriminations and Emergent Intraverbal Vocal Responses in Autistic Children.The Analysis of verbal behavior · 2024Article
- Emergent Intraverbal and Reverse Intraverbal Behavior Following Listener Training in Children with Autism Spectrum Disorder.The Analysis of verbal behavior · 2022Article
- The Impact of an Intraverbal Webbing Procedure on the Emergence of Advanced Intraverbal Skills in Children with Autism Spectrum Disorder.Behavior analysis in practice · 2020Article
- Empirical Application of Skinner's Verbal Behavior to Interventions for Children with Autism: A Review.The Analysis of verbal behavior · 2017Article
- Intraverbal Training for Individuals with Autism: The Current Status of Multiple Control.The Analysis of verbal behavior · 2017Article
- Empirical Investigations of the Intraverbal: 2005-2015.The Analysis of verbal behavior · 2016Article
- A Bibliographic Tribute to Jack Michael.The Analysis of verbal behavior · 2016Article
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5 authors.
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Abstract
Verbal behavior plays a fundamental role in the development of complex social and communication skills. Many children diagnosed with autism spectrum disorder exhibit profound deficiencies in intraverbal repertoires and the development of social relationships. Recent studies that investigated the effects of intraverbal training on the emergence of reverse intraverbals produced mixed results (e.g., Perez-Gonzalez et al., Journal of Applied Behavior Analysis 40:697-701, 2007)). In the current study, a multiple-probe design across four participants with autism was used to evaluate the effects of intraverbal training on the emergence of reverse intraverbals. Intraverbal training consisted of multiple exemplars taught concurrently, bidirectional stimulus-response teaching formats, general case analysis, reinforcement, and a constant prompt delay (CPD) procedure. Participants were trained on intraverbal targets and probes were conducted to assess emergence of untaught reverse intraverbals. Three participants demonstrated the emergence of reverse intraverbals as a result of the intraverbal training procedures. Social validity and maintenance of target responses and emergent reverse intraverbals were assessed.
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