Ĭarnett, A., Waddington, H., Hansen, S., Bravo, A., Sigafoos, J., & Lang, R. Journal of Applied Behavior Analysis, 52(2), 574–579. A review of error correction procedures during instruction for children with developmental disabilities. Ĭariveau, T., La Cruz Montilla, A., Gonzalez, E., & Ball, S. Journal of Applied Behavior Analysis, 48, 257–273. A comparison of error correction procedures on skill acquisition during discrete-trial instruction. Journal of Applied Behavior Analysis, 43(4), 705–709. Increasing the vocal responses of children with autism and developmental disabilities using manual sign mand training and prompt delay. Journal of Applied Behavior Analysis, 48, 918–923. A comparison of differential reinforcement procedures with children with autism. The picture exchange communication system. Relational frame theory and Skinner’s Verbal Behavior: A possible synthesis. Jessica Kingsley Publishers.īarnes-Holmes, D., Barnes-Holmes, Y., & Cullinan, V. Journal of Behavioral Education, 28, 107–140. Teaching non-target information to children with disabilities: An examination of instructive feedback literature. Evidence-based strategies to teach these basic verbal operants will be reviewed. This chapter will focus on four elementary verbal operants that are considered a starting point for language intervention programs for learners with ASD: mands, tacts, echoics, intraverbals. Appleton-Century-Crofts, New York, 1957) analysis of verbal behavior focus on the function rather than topography or structure of language, and view training of separate elementary verbal operants as essential to the development of more complex language repertoires. Interventions informed by Skinner’s ( Verbal behavior. A behavioral account of language views language as a special type of behavior, influenced by its environmental variables (antecedents and consequences). Some individuals may show a delay in acquiring language, or regression of previously learned language while others develop a rich vocabulary, but still struggle with language comprehension. One of the defining characteristics of Autism Spectrum Disorder (ASD) is a deficit or qualitative difference in typical language development.
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