scholarly journals A COMPARISON OF GENERAL AND DESCRIPTIVE PRAISE IN TEACHING INTRAVERBAL BEHAVIOR TO CHILDREN WITH AUTISM

2012 ◽  
Vol 45 (3) ◽  
pp. 593-599 ◽  
Author(s):  
Amy S Polick ◽  
James E Carr ◽  
Nicole M Hanney
Keyword(s):  
Children With Autism ◽  
Intraverbal Behavior ◽  
Descriptive Praise

Teaching intraverbal behavior to children with autism

2007 ◽  
Vol 1 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Tina R. Goldsmith ◽  
Linda A. LeBlanc ◽  
Rachael A. Sautter
Keyword(s):  
Children With Autism ◽  
Intraverbal Behavior

scholarly journals Emergent Intraverbal and Reverse Intraverbal Behavior Following Listener Training in Children with Autism Spectrum Disorder

2022 ◽  
Author(s):  
Inger Karin Almås ◽  
Dean P. Smith ◽  
Sigmund Eldevik ◽  
Svein Eikeseth
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Multiple Baseline ◽  
Future Research ◽  
Baseline Design ◽  
Listener Behavior ◽  
Intraverbal Behavior ◽  
Listener Training

AbstractWe evaluated whether intraverbal and reverse intraverbal behavior emerged following listener training in children with autism spectrum disorder (ASD). Six participants were each taught three sets of three “when?” questions in listener training. A multiple baseline design across behaviors (stimulus sets) was used to assess the effects of listener training. Results showed that intraverbal behavior emerged following listener training for five out of six participants. One participant received additional listener training and intraverbal training before intraverbal behavior emerged. Furthermore, reverse intraverbal responding occurred across all three sets of questions for three of the six participants. Establishing listener behavior may be a pathway for emergent intraverbal and reverse intraverbal responding in children with ASD. Future research could examine what skill repertoire may facilitate such transfer.

scholarly journals Effectiveness of Prompts in Developing the Skill of Answering Questions in Children with Autism Spectrum Disorder

2016 ◽  
Vol 21 (3) ◽  
pp. 85-96
Author(s):  
O.N. Pervushina ◽  
A.N. Trubitsyna ◽  
N.G. Kondratyeva ◽  
E.N. Pliskovskaya
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Academic Skills ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Intraverbal Behavior ◽  
Children With Asd ◽  
Textual Prompts ◽  
The Difference ◽  
Answering Questions

Intraverbal operant (i.e. intraverbal behavior) in B.F. Skinner’s concept is a class of verbal reactions that includes understanding what is read, holding conversations and answering questions, and also thoughts and memories. Intraverbals are the foundation for learning simple communications, developing academic skills and acquiring professional ones. Many persons with autism spectrum disorder experience considerable difficulties with intraverbal behavior, and there still is no technique that could teach them how to use it fully and functionally. This research on the effectiveness of various types of prompts in educational trainings was aimed at optimizing teaching intraverbal behavior to children with ASD. The study analyzed how children develop the skill of answering questions in the context of textual and echoic prompts. The experiment with two subjects, children of different sexes aged 8 and 17 years diagnosed with ASD, revealed that textual prompts were more effective. The difference in the effectiveness between textual and echoic prompts proved to be more significant for questions with several or many correct answers than in the case with simple questions having only one correct answer.

AN EVALUATION OF REPEATING THE DISCRIMINATIVE STIMULUS WHEN USING LEAST-TO-MOST PROMPTING TO TEACH INTRAVERBAL BEHAVIOR TO CHILDREN WITH AUTISM

2013 ◽  
Vol 46 (2) ◽  
pp. 534-538 ◽  
Author(s):  
Tiffany Humphreys ◽  
Amy S. Polick ◽  
Laura L. Howk ◽  
Jackie R. Thaxton ◽  
Alison P. Ivancic
Keyword(s):  
Discriminative Stimulus ◽  
Children With Autism ◽  
Intraverbal Behavior

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

2010 ◽  
Vol 20 (2) ◽  
pp. 42-50 ◽  
Author(s):  
Laura W. Plexico ◽  
Julie E. Cleary ◽  
Ashlynn McAlpine ◽  
Allison M. Plumb
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Descriptive Study ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Young Children With Autism ◽  
Spectrum Disorders ◽  
Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

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