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Todd M. Owen; Nicole M. Rodriguez – Journal of Applied Behavior Analysis, 2024
Autoclitics are secondary verbal operants that are controlled by a feature of the conditions that occasion or evoke a primary verbal operant such as a tact or mand. Qualifying autoclitics extend, negate, or assert a speaker's primary verbal response and modify the intensity or direction of the listener's behavior. Howard and Rice (1988)…
Descriptors: Autism Spectrum Disorders, Verbal Communication, Verbal Stimuli, Listening Comprehension
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degli Espinosa, Francesca; Wolff, Kate; Hewett, Sophie – Journal of Applied Behavior Analysis, 2021
Previous research has investigated generalized intraverbal-tacting by teaching children with autism to respond using autoclitic frames. The present study compared the effectiveness and efficiency of a Frame and a No Frame procedure across counterbalanced stimulus sets with 4 children with autism. In the Frame condition, children were taught to…
Descriptors: Children, Autism, Teaching Methods, Verbal Ability
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Patil, Priya; Sidener, Tina M.; Pane, Heather; Reeve, Sharon A.; Nirgudkar, Anjalee – Analysis of Verbal Behavior, 2021
For most children with autism spectrum disorder (ASD), manding for information is an important skill that must be systematically taught. Although previous studies have evaluated interventions for teaching other mands for information, to date no studies have demonstrated effective procedures for teaching the mand "why?" The purpose of the…
Descriptors: Autism, Pervasive Developmental Disorders, Verbal Operant Conditioning, Teaching Methods
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Bak, M. Y. Savana; Dueñas, Ana D.; Avendaño, Sarah M.; Graham, Ariel C.; Stanley, Tavon – Autism & Developmental Language Impairments, 2021
Tacts facilitate social interaction, and a strong tact repertoire can lead to the development of other verbal operants. For children with autism spectrum disorder (ASD), the development of a tact repertoire can reduce stereotypical and repetitive language and increase social communication, as functional language may reduce the amount of…
Descriptors: Autism Spectrum Disorders, Behavior Problems, Interpersonal Relationship, Interaction
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Valentino, Amber L.; Fu, Sherrene Brice; Padover, Jessica L. – Analysis of Verbal Behavior, 2019
Mands for information (MFIs) play an important role in language development and are important for successfully acquiring new information from one's environment. Yet many individuals with autism do not acquire mands for information without direct teaching. Research has demonstrated effective procedures for teaching all "wh" forms, except…
Descriptors: Verbal Operant Conditioning, Autism, Teaching Methods, Language Acquisition
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Miguel, Caio F. – Analysis of Verbal Behavior, 2017
The mand is a type of verbal operant whose response form is under control of a motivating operation (MO). It is the first verbal operant to be acquired, directly benefits the speaker, leads to the development of other behaviors, and may serve to replace problem behavior. Even though the topography of the mand is under the functional control of an…
Descriptors: Verbal Operant Conditioning, Reinforcement, Stimuli, Motivation
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Schnell, Lauren K.; Vladescu, Jason C.; Kodak, Tiffany; Nottingham, Casey L. – Journal of Applied Behavior Analysis, 2018
Generalization is a critical outcome for individuals with autism spectrum disorder (ASD) who display new skills in a limited range of contexts. In the absence of proper planning, generalization may not be observed. The purpose of the current study was to directly compare serial to concurrent multiple exemplar training using total training time per…
Descriptors: Generalization, Autism, Pervasive Developmental Disorders, Training
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Brodhead, Matthew T.; Higbee, Thomas S.; Gerencser, Kristina R.; Akers, Jessica S. – Journal of Applied Behavior Analysis, 2016
We investigated the effects of a script-fading and discrimination-training procedure on mand variability in preschoolers with autism. Participants were taught to vary their vocal mands in the presence of written scripts, a green placemat, and a lag schedule of reinforcement. They were also taught to engage in repetitive mands in the presence of…
Descriptors: Autism, Preschool Children, Verbal Operant Conditioning, Reinforcement
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Schmidt, Jonathan D.; Bednar, Mary K.; Willse, Lena V.; Goetzel, Amanda L.; Concepcion, Anthony; Pincus, Shari M.; Hardesty, Samantha L.; Bowman, Lynn G. – Journal of Behavioral Education, 2017
A primary goal of behavioral interventions is to reduce dangerous or inappropriate behavior and to generalize treatment effects across various settings. However, there is a lack of research evaluating generalization of treatment effects while individuals with functionally equivalent problem behavior interact with each other. For the current study,…
Descriptors: Functional Behavioral Assessment, Adults, Behavior Problems, Verbal Operant Conditioning
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Bloh, Christopher; Scagliotti, Christopher; Baugh, Sarah; Sheenan, Megan; Silas, Shane; Zulli, Nicole – Journal of Special Education Apprenticeship, 2017
Five reinforcing activities were presented to and interrupted for two participants with autism. An errorless teaching procedure was then introduced with two similar activities prompting the participants to request information saying "How?" in order to resume the activity. The dependent variable included both the cumulative number of…
Descriptors: Autism, Teaching Methods, Verbal Operant Conditioning, Reinforcement