ArticleThe Analysis of verbal behavior2020
The Emergence of Bidirectional Naming Through Sequential Operant Instruction Following the Establishment of Conditioned Social Reinforcers.
Article in The Analysis of verbal behavior, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed, 20 citations in OpenAlex.
- A Verbal Behavior Analysis of Theory of Mind: Conceptual and Applied Implications.Perspectives on behavior science · 2026Article
- Three contextual cues and their influence on naming in children.Journal of the experimental analysis of behavior · 2025Article
- A Modern Collaborative Behavior Analytic Approach to Incidental Naming.Perspectives on behavior science · 2024Review
- Effects of Serial Multiple Exemplar Training on Bidirectional Naming in Children with Autism.The Analysis of verbal behavior · 2024Article
- Advancing and Integrating the Cusp Concept to Understand Behavioral Repertoire Dynamics.Perspectives on behavior science · 2024Article
- Emergent Tact Control Following Stimulus Pairing: Comparison of Procedural Variations.The Analysis of verbal behavior · 2020Article
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Authors and funding
2 authors at 1 institution in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Bidirectional naming (BiN) is the integration of speaker and listener responses, reinforced by social consequences. Unfortunately, these consequences often do not function as reinforcers for behavior in children with autism. Accordingly, the repertoire of BiN is also often limited in these children. Previous research has suggested that so-called multiple-exemplar instruction, a rotation between different speaker and listener operants, may be necessary to establish BiN. The present experiment aimed to investigate whether sequential operant instruction might also work as a successful intervention to improve BiN skills after the establishment of standard social reinforcers. Standard social reinforcers were identified and established through an operant-discrimination training procedure in 4 participating children with an autism spectrum diagnosis. In the present experiment, all participants showed increased BiN after sequential operant instruction with conditioned social reinforcers contingent on relevant operants. Two of 4 participants acquired BiN skills. Moreover, the remaining 2 participants scored within the mastery criterion on listener responses, and 1 of them also met the criterion on the tact probes. Essential characteristics of an intervention, as well as the role of the echoic in the emission of BiN, are discussed.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.