Young children with autism may fail to mand using a range of frames (e.g., "I want," "May I have," "Please give me"). We examined the effects of simultaneous script training and script fading on acquisition and maintenance of varied mand frames with six preschool children with autism. For participants who did not demonstrate increased mand variability under fixed-ratio (FR) 1 conditions, we assessed the effects of post script-training extinction on response variability. Following training of up to four different mand frames, three of six participants emitted more varied mands under FR1 conditions relative to baseline. Posttraining extinction resulted in increased mand variability for two of the three remaining participants. Results are discussed in terms of considerations for both establishing and ensuring the persistence of varied verbal behavior among children with autism.
Download full-text PDF |
Source |
|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4883552 | PMC |
| http://dx.doi.org/10.1007/s40616-015-0049-8 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Acquisition of Children's Relational Responding: The Role of the Intradimensional and Interdimensional Abstract Tact and the Autoclitic Frame.
Perspect Behav Sci
December 2023
Institute for Applied Behavioral Science, Endicott College, MA Beverly, USA.
The acquisition of verbal behavior is complex and requires the analysis of myriad variables. Ernst Moerk estimated that by the time a child has reached 4 years of age they have experienced nearly 9 million language learning trials with mothers using at least 14 categories of maternal teaching interactions. The interactions provide a foundation for children learning the tact, mand, echoic, intraverbal, autoclitic, and other relations, described by Skinner in .
View Article and Find Full Text PDFSkinner's (1957) classification of mand responses has spawned decades of research related to teaching individuals with developmental disabilities. However, few studies have evaluated how to teach individuals with autism to progress from simple to more complex mands for desired items and activities. The present study used a treatment package consisting of errorless teaching, differential reinforcement, and systematic decision rules to increase the number of words per mand utterance used by 6 children with autism.
View Article and Find Full Text PDFMembers (behaviors) of a response class are equivalent in that they produce the same functional reinforcer. Oftentimes, some members of a response class occur at higher rates than others. This can be problematic when the members that occur at high rates are socially inappropriate (e.
View Article and Find Full Text PDFEffects of Simultaneous Script Training on Use of Varied Mand Frames by Preschoolers with Autism.
Anal Verbal Behav
June 2016
Department of Special Education and Rehabilitation, Utah State University, 2865 Old Main Hill, Logan, UT 84322 USA.
Young children with autism may fail to mand using a range of frames (e.g., "I want," "May I have," "Please give me").
View Article and Find Full Text PDFThe current study extends the mand-for-information literature by examining a method to teach mand-for-information frames, targeting 2 frames for the "How?" mand ("How do I?" and "How many?"). Using separate behavior chains to target the 2 frames, we taught 3 children with autism to emit mands for information with 1 behavior chain and assessed generalization with the remaining behavior chains. Behavior chains that the participants were unable to perform independently and that produced a desirable outcome for the participant (e.
View Article and Find Full Text PDFWant AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!