ArticleThe Analysis of verbal behavior2022
The Effects of Teaching a Problem-Solving Strategy on Recalling Past Events with a Child with Autism.
Article in The Analysis of verbal behavior, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
4 citing papers in PubMed.
- A Preliminary Analysis of Joint Control Procedures to Teach Children with Autism Spectrum Disorder to Report Missing Items.Behavior analysis in practice · 2026Article
- A Verbal Behavior Analysis of Theory of Mind: Conceptual and Applied Implications.Perspectives on behavior science · 2026Article
- The Use of Partial Textual Stimuli within an Interactive Task for Increasing Reports of Past Behavior with a Child with Autism.The Analysis of verbal behavior · 2025Article
- The Effects of Reinforcing Tacting on the Recall of Children with Autism.The Analysis of verbal behavior · 2025Article
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Authors and funding
3 authors.
Funding
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Abstract
Problem-solving strategies, such as visual imagining and self-questioning, may assist children with autism spectrum disorder (ASD) in recalling past events. In the current study, at the start of each session, a 7-year-old boy with ASD engaged in a novel activity with a behavior therapist who took pictures of the activity. Ninety minutes later, a different therapist asked the participant to describe the prior activity. The intervention consisted of showing the participant pictures of the activity, telling him to close his eyes and imagine the activity, modeling asking and answering seven questions (e.g., "Who was there?" "What was one thing that happened?"), prompt fading, and reinforcement. Following the intervention, recall statements increased.
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