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Journal of applied behavior analysis
09, 2021;54 (4): 1468-1487.

A comparison of two teaching procedures to establish generalized intraverbal-tacting in children with autism.

Francesca Degli Espinosa, Kate Wolff, Sophie Hewett
Author Information
  1. Francesca Degli Espinosa: Queen's University, United Kingdom. ORCID
  2. Kate Wolff: Queen's University, United Kingdom.
  3. Sophie Hewett: Queen's University, United Kingdom.
PMID: 34289112 DOI: 10.1002/jaba.869

Abstract

Previous research has investigated generalized intraverbal-tacting by teaching children with autism to respond using autoclitic frames. The present study compared the effectiveness and efficiency of a Frame and a No Frame procedure across counterbalanced stimulus sets with 4 children with autism. In the Frame condition, children were taught to respond using autoclitic frames (e.g., "Shape square," "Number two," "Color green," "It's mummy," "S/he is drinking") corresponding to the verbal antecedent ("What shape?", "What number?", "What color?", "Who is it?", "What is s/he doing?"). In the No Frame condition, intraverbal-tacting was established without the autoclitic frame. Irrespective of stimuli employed, 2 children acquired intraverbal-tacting only in the Frame condition. The other 2 children acquired intraverbal-tacting in both conditions, with the Frame procedure requiring fewer teaching trials for 1 child and producing greater generalization for the other. Implications for clinical practice and the role of additive intraverbal stimulus control of autoclitic frames are discussed.

Keywords

autoclitic frames intraverbal-tacting multiple verbal control question discrimination

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MeSH Term

Autistic Disorder
Child
Generalization, Psychological
Humans
Verbal Behavior
Journal Article
Article has an altmetric score of 1

Word Cloud

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