Comparison of mastery criteria applied to individual targets and stimulus sets on acquisition of tacts, intraverbals, and listener responses.

Mastery criteria can be applied to individual targets or stimuli organized into sets. Wong et al. (2021) and Wong and Fienup (2022) found that participants who received special education services learned sight words more rapidly when an individual target mastery criterion was applied.

Replication of a skills assessment for auditory-visual conditional discrimination training.

Auditory-visual conditional discrimination training (e.g., receptive identification training, listener responses; AVCD) is ubiquitous in early intervention and special education programs.

Do Targets with Persistent Responses Affect the Efficiency of Instruction?

The efficacy and efficiency of instruction may be reduced as a result of persistent response patterns to targets. The current project exposed participants to tact training with one set of targets. Thereafter, the efficacy and efficiency of teaching different responses to the previously trained set of targets was compared to tact training with a novel set of targets.

Tolerance of face coverings for children with autism spectrum disorder.

Healthcare professionals and government officials have advised the use of personal protective equipment, such as face masks and face shields, to assist with limiting the spread of the SARS-CoV-2 (COVID-19). Due to the prevalence of challenging behavior associated with other medical routines, the present study evaluated a treatment package composed of graduated exposure, prompts, reinforcement, and escape extinction on tolerance of wearing a face covering for up to 5 min for 12 children with ASD in a systematic replication of Cox et al. (2017) and Sivaraman et al.

Establishing equivalence-equivalence analogical relations via tact and listener training.

We investigated the role of verbal behavior on the emergence of analogy-type responding as measured via equivalence-equivalence relations. In Experiment 1, 8 college students learned to label arbitrary stimuli as, "vek," "zog," and "paf", and in Experiment 2, 8 additional participants learned to select these stimuli when hearing their names in an auditory-visual matching-to-sample (MTS) task. Experimenters tested for the emergence of relational tacts (i.

An evaluation of matrix training to teach college students piano notes and rhythms.

Twelve college students learned to tact the names of notes and rhythms and play them when presented with compound stimuli (visuals of notes and rhythms on a musical staff). In Experiment 1, we assessed generalization by presenting novel notes, rhythms, and compound stimuli not previously paired together. In the second experiment, we added a metronome that played at 60 beats per minute in all conditions for 3 out of 6 participants to ensure consistent tempo.

The effects of listener training on the development of analogical reasoning.

We evaluated the effects of listener training on the emergence of analogical reasoning, as measured via equivalence-equivalence and explored the role of verbal behavior when solving analogy-type tasks. We taught 18 college students to select component stimuli from 2 classes, labeled "vek" and "zog," and evaluated tacts and relational responding in the presence of baseline (AB and BC), symmetry (BA and CB), and transitivity (AC and CA) compounds. In Experiment 1, 5 out of 6 participants passed analogy tests, but none of them engaged in the relational tacts "same" and "different" during tact tests, possibly due to lack of instructional control.