Three studies examining the effects of correspondence training (reinforcement for matching verbal and nonverbal behavior) with 22 mildly and moderately retarded students revealed that the approach can be used to decrease maladaptive and increase adaptive behavior and that it can produce generalized behavior change. (CL)

Results of a study comparing the outcome of a reinforcement (do only) procedure with correspondence (say/do) training indicated no apparent differences in generalization between two groups of mentally retarded adults (N=12). Rule-governed behavior, rather than verbal regulation of behavior, may best account for behavior changes seen in…

A six-year-old nonvocal girl with autism who had acquired a variety of signs and imitative responses consistently failed to acquire a tact (labeling) repertoire. When procedures to transfer stimulus control from verbal to nonverbal stimuli were implemented, the subject quickly learned to tact all 18 target stimuli. (Author/DB)

The role of subject verbalization in the generalization of verbal-nonverbal correspondence was investigated in 12 kindergarten children who underwent either correspondence training (subject verbalization) or performing a behavior verbalized by the experimenter. Pupils who received correspondence training demonstrated greater generalization.…