Further Evaluation of Emerging Speech in Children with Developmental Disabilities: Training Verbal Behavior
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| Title: | Further Evaluation of Emerging Speech in Children with Developmental Disabilities: Training Verbal Behavior |
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| Language: | English |
| Authors: | Kelley, M. E., Shillingsburg, M.A, Castro, M. J. |
| Source: | Journal of Applied Behavior Analysis. Fall 2007 40(3):431-445. |
| Availability: | Society for the Experimental Analysis of Behavior. Available from: Department of Applied Behavioral Science. Kansas University, 1000 Sunnyside Avenue, Lawrence, KS 66045-2133. Tel: 785-841-4425; Fax: 785-841-4425; e-mail: behavior@mail.ku.edu; Web site: http://seab.envmed.rochester.edu/jaba/index.html |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 15 |
| Publication Date: | 2007 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Language of Instruction, Verbal Stimuli, Generalization, Autism, Developmental Disabilities, Verbal Operant Conditioning, Psycholinguistics, Speech Language Pathology, Intervention, Communication Research, Individual Instruction, Emergent Literacy |
| ISSN: | 0021-8855 |
| Abstract: | The conceptual basis for many effective language-training programs are based on Skinner's (1957) analysis of verbal behavior. Skinner described several elementary verbal operants including mands, tacts, intraverbals, and echoics. According to Skinner, responses that are the same topography may actually be functionally independent. Previous research has supported Skinner's assertion of functional independence (e.g., Hall & Sundberg, 1987; Lamarre & Holland, 1985), and some research has suggested that specific programming must be incorporated to achieve generalization across verbal operants (e.g., Sigafoos, Reichle, & Doss, 1990). The present study provides further analysis of the independence of verbal operants when teaching language to children with autism and other developmental disabilities. In the current study, 3 participants' vocal responses were first assessed as mands or tacts. Generalization for each verbal operant across alternate conditions was then assessed and subsequent training provided as needed. Results indicated that generalization across verbal operants occurred across some, but not all, vocal responses. These results are discussed relative to the functional independence of verbal operants as described by Skinner. (Contains 1 table and 5 figures.) |
| Abstractor: | Author |
| Number of References: | 32 |
| Entry Date: | 2007 |
| Access URL: | https://www.jeabjaba.org/jaba/toc/2007/jabaFall07.php |
| Accession Number: | EJ776879 |
| Database: | ERIC |
| Abstract: | The conceptual basis for many effective language-training programs are based on Skinner's (1957) analysis of verbal behavior. Skinner described several elementary verbal operants including mands, tacts, intraverbals, and echoics. According to Skinner, responses that are the same topography may actually be functionally independent. Previous research has supported Skinner's assertion of functional independence (e.g., Hall & Sundberg, 1987; Lamarre & Holland, 1985), and some research has suggested that specific programming must be incorporated to achieve generalization across verbal operants (e.g., Sigafoos, Reichle, & Doss, 1990). The present study provides further analysis of the independence of verbal operants when teaching language to children with autism and other developmental disabilities. In the current study, 3 participants' vocal responses were first assessed as mands or tacts. Generalization for each verbal operant across alternate conditions was then assessed and subsequent training provided as needed. Results indicated that generalization across verbal operants occurred across some, but not all, vocal responses. These results are discussed relative to the functional independence of verbal operants as described by Skinner. (Contains 1 table and 5 figures.) |
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| ISSN: | 0021-8855 |
