The Effects of the Interspersal of Related Responses on the Emergence of Intraverbals for Children With Autism Spectrum Disorder.

The present study evaluated the emergence of intraverbals for 2 children diagnosed with autism spectrum disorder. Prior to baseline, both children demonstrated tact, tact function, listener, and listener by function responses with 12 pictorial stimuli, yet they failed to demonstrate intraverbals related to the function of the items (e.g.

Clinical Application of a High-Probability Sequence to Promote Compliance with Vocal Imitation in a Child with Autism Spectrum Disorder.

The current study aimed to evaluate the effects of the high-probability (high-) instructional procedure involving motor imitation on the levels of compliance with vocal imitation in a 3-year-old boy with autism spectrum disorder (ASD). We used a multiple-baseline design across three stimuli sets to demonstrate effects of the procedure over compliance with vocal imitation responses. Results demonstrated that the high- procedural sequence was effective in increasing the levels of compliance with vocal imitation.

Empirical Application of Skinner's Verbal Behavior to Interventions for Children with Autism: A Review.

Sundberg and Michael (2011) reviewed the contributions of Skinner's (1957) to the treatment of language delays in children with autism spectrum disorder (ASD) and discussed several aspects of interventions, including mand training, intraverbal repertoire development, and the importance of using Skinner's taxonomy of verbal behavior in the clinical context. In this article, we provide an update of Sundberg and Michael's review and expand on some discussion topics. We conducted a systematic review of studies that focused on Skinner's verbal operants in interventions for children with ASD that were published from 2001 to 2017 and discussed the findings in terms of journal source, frequency, and type of verbal operant studied.

A Preliminary Analysis of Procedures to Teach Children with Autism to Report Past Behavior.

Deficits in reporting past behavior may have implications for a child's social development and safety. Behavioral interpretations of memory and research on do/say correspondence provide valuable strategies to teach reporting past behavior when deficits are observed. The current study examined procedures to teach accurate reporting of past behavior following a delay for two children diagnosed with autism.

A Preliminary Procedure for Teaching Children with Autism to Mand for Social Information.

We used procedures established within the mands for information literature to teach two children with autism to mand for social information. Establishing operation trials were alternated with abolishing operation trials to verify the function of the responses as mands. Use of the acquired information was evaluated by examining responding to questions about their social partner.