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Establishing Emerging and Complex Verbal Behavior |
Sunday, May 25, 2025 |
8:00 AM–9:50 AM |
Marriott Marquis, M2 Level, Marquis Salon 12-13 |
Area: VBC/AUT; Domain: Applied Research |
Chair: Gretchen A. Dittrich (Simmons University) |
Discussant: Simone Palmer (Simmons University and Wellesley Public Schools) |
CE Instructor: Gretchen A. Dittrich, Ph.D. |
Abstract: Social communication deficits are common among autistic people; approximately 63% of autistic children present with language deficits, and language development may be delayed or difficult. Deficits in communicative repertoires may affect other important areas of skill development, including social skills and skills affecting independence. Verbal behavior may be established through a variety of instructional methods, which vary depending on the targets and complexity of the verbal response, and the verbal repertoire of the individual. The current symposium will highlight three different methods to establish emerging and complex verbal behavior. The first presentation will review stimulus-stimulus pairing to establish vocal approximations, the second presentation will review the effects of listener- and tact-training on emergent intraverbal behavior, and the third presentation will review variables affecting autoclitic behavior. The final presentation will review criteria-based planning and readiness behaviors associated with transitioning from intensive early intervention to less restrictive settings. Lastly, implications for training verbal behavior and the role of verbal behavior in transition planning will be discussed. |
Instruction Level: Intermediate |
Keyword(s): Autoclitic Behavior, Criteria-Based Transitions, Intraverbal Behavior, Verbal Behavior |
Target Audience: BCBA BCBA-D Graduate students RBT |
Learning Objectives: 1. State the effects of stimulus-stimulus pairing on vocal verbal approximations, as described in the literature 2. Identify possible factors affecting emergent intraverbal behavior following listener- and tact-training 3. Identify possible factors affecting the development of intraverbal tacting following autoclitic frame training |
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An Update on Stimulus-Stimulus Pairing to Increase Vocalizations in Children With Language Delays |
SHARIQ ULLAH KHAN (Endicott College & Munroe-Meyer Institute, UNMC), Juliana Oliveira (Munroe-Meyer Institute, UNMC), Rebecca Jane Barall (Munroe-Meyer Institute, University of Nebraska Medical Center), Alice Shillingsburg (Munroe-Meyer Institute, UNMC) |
Abstract: Stimulus-stimulus pairing is a procedure in which specific vocalizations are paired with the delivery of conditioned stimuli or unconditioned stimuli (i.e., reinforcers), and stimulus-stimulus pairing has been used to increase vocalizations in participants with language delays. Overall, stimulus-stimulus pairing has produced mixed outcomes across studies. Some studies demonstrate an increase in participants’ vocalizations, while other studies demonstrate a partial increase or zero increase in participant’s vocalizations. To clarify these findings, the current study replicates the systematic literature review conducted by Shillingsburg et al. (2015). We included 12 experimental studies, including published peer-reviewed studies, theses, and dissertations, from 2015 and 2024 that investigated stimulus-stimulus pairing to increase vocalizations in participants with language delays. The studies were analyzed according to participants’ characteristics and specific features of the stimulus-stimulus pairing procedures. An effect size estimate (nonoverlap of all pairs) was calculated for a portion of the studies reviewed. Directions for future research are discussed. |
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Analyzing the Emergence of Intraverbal Behavior Through Listener and Tact Training |
DOMINIQUE COUNOS (Simmons University), Gretchen A. Dittrich (Simmons University), Simone Palmer (Simmons University and Wellesley Public Schools) |
Abstract: Skinner (1957) defined many verbal operants that conceptualize our learning of language and communication. These operants were defined as functionally independent, insinuating that direct training in each operant is required for acquisition. Previous research has challenged Skinner’s notion of functional independence in demonstrating that responses trained in one operant can appear as emergent responses in another operant (e.g., Almås et al., 2022; Smith et al., 2016; Conine et al., 2021). The currect study replicated procedures described by Conine et al. (2021), and analyzed emergent intraverbal responding following Listener and Tact Training conditions. Findings of the study showed an increase in responding across operants for training conditions, as well as some emergent intraverbal relations that appeared after Listener and Tact Training. Ultimately, direct intraverbal training was used to strengthen intraverbal responding to meet mastery criteria, further supporting Skinner’s (1957) notion of functional independence. Tact Training conditions were only implemented after the Listener Training condition; therefore, responding during Tact Training may have depended on acquisition in Listener Training. Implications and suggestions for future research are discussed. |
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The Effects of Autoclitic Frames on Intraverbal Tacting for Children With Autism |
KENNEDY BACA (Simmons University), Gretchen Dittrich (Simmons University), Simone Palmer (Simmons University and Wellesley Public Schools) |
Abstract: Many children with autism spectrum disorder (ASD) have difficulty discriminating which aspect of a complex nonverbal stimulus they are being questioned about. The inability to discriminate means interventions are needed to help establish intraverbal tacts to questions that are multiple controlled. The current study replicated degli Espinosa et al. 2021 who used Autoclitic Frame Training to establish intraverbal tacting. In the current study, a 3-year-old girl with ASD was taught to answer questions about complex stimuli by responding within the autoclitic frame. Following Autoclitic Frame Training, discrimination and Generalization Probes were conducted to evaluate the effects of Autoclitic Frame Training on the accuracy of intraverbal tacting and the use of autoclitic frames within responses. The intervention resulted in accurate intraverbal tacting across three complex stimulus sets, and within set generalization to new stimuli. This adds support to the external validity of Autoclitic Frame Training as an intervention to teach intraverbal tacting in learners with ASD. Limitations, future research, and clinical recommendations are discussed. |
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Criteria-Based Transitions: How Do You Know When Your Client With Autism Is Ready for a Less Restrictive Setting? |
KATIE COLE STRATHMANN (Bierman Autism Centers), Simone Palmer (Simmons University and Wellesley Public Schools), Ashley Ahlers (Bierman ABA Autism Center), Christina Barosky (Bierman Autism Centers) |
Abstract: Behavior analysts have the responsibility to appropriately transition services. This includes collaborating with other professionals, properly communicating outcomes, and monitoring all aspects of the transition. But how to determine if a child with autism is ready to transition from comprehensive treatment into a less restrictive environment, preferably a school environment, can be somewhat complex and the criteria aren’t always clear. A transition readiness assessment process is hypothesized to inform more clinically appropriate transitions and assist in the appropriate skill planning to prepare a child to learn and maintain skills in the proposed less restrictive settings. Regularly assessing for critical readiness skills regardless of time in services or age, and programming towards those skills, better positions children with autism for smoother and more successful transitions. The purpose of this study was to assess feasibility and effectiveness of training BCBAs on implementing a transition readiness assessment tool used to predict clinically appropriate transition timelines and inform programming for readiness skills within those timelines. The goal was to increase the percentage of appropriate client transitions to less restrictive settings as children age out of early intervention settings. Preliminary results indicate an increase in appropriate transitions from center-based ABA to general education settings. |
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