| Abstract: Intraverbals are important for social, academic, and problem solving skills. Individuals with autism may struggle to develop comprehensive intraverbal repertoires due to the range in complexity of the verbal antecedent stimulus. To date, Kisamore, Karsten, and Mann (2016) is the only study that has evaluated procedures for teaching intraverbals under multiple control to children with autism. Additional research on the effectiveness of procedures for teaching these procedures in necessary. The purpose of this investigation was to replicate and extend Kisamore and colleagues by evaluating the effects of a progressive prompt delay, a differential observing response (DOR), a modified DOR, and a DOR plus listener response on the acquisition of intraverbals. All participants learned at least one set of intraverbals with the progressive prompt delay and all three participants required other procedures to learn other sets. Based on these findings, adding a listener response to a differential observing response offers an effective alternative for teaching when a progressive prompt delay and differential observing response is not sufficient for establishing multiply controlled intraverbals. |