ArticleBehavior analysis in practice2026
Using Equivalence-Based Instruction to Teach Value-Congruent Action Identification to Autistic Teens.
Article in Behavior analysis in practice, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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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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Abstract
The current clinical evaluation used a multiple baseline across participants design to assess the effectiveness of intraverbal training in promoting value-congruent action identification among three autistic teenagers. Participants were taught to verbally relate value-congruent actions (A) to outcomes (B), and outcomes (B) to participant-identified values (C), with tests for emergent C-A relations. Two participants demonstrated emergent value-to-action intraverbals without direct training, while one required exemplar training for partial emergence. These findings support the use of relational training to establish derived intraverbals linking values to verbal identification of value-congruent actions. The approach may be especially useful in neurodiversity-affirming clinical practice to support clients in identifying their own value-congruent actions.
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