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| VBC Monday Poster Session |
| Monday, May 26, 2025 |
| 1:00 PM–3:00 PM |
| Convention Center, Lower Level, Hall C |
| Chair: Diana Mejia Cruz (Instituto Tecnologico de Sonora ) |
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 145. Assessment of Verbal Behavior in Linguistically Diverse Learners With Autism |
| Area: VBC; Domain: Applied Research |
| GLORIA LEYLA FANNING (University of Massachusetts, Lowell
Applied Behavior Institute, New England), Gabriela Aspilcueta Pacheco (University of Massachusetts, Lowell), Jennifer Alvarado Gutierrez (University of Massachusetts, Lowell), Rocío Rosales (University of Massachusetts Lowell) |
| Discussant: Diana Mejía Cruz (Instituto Tecnologico de Sonora) |
| Abstract: Recent estimates indicate that 1 in 36 children in the United States is diagnosed with autism spectrum disorder (ASD) (CDC, 2022). Many individuals with autism live in culturally and linguistically diverse environments, such as households where caregivers speak a language different from the dominant language of the community. However, limited research exists on how to assess and support the language development of these learners. This study aimed to evaluate the language skills of learners with autism raised in bilingual homes, focusing on early or emerging speakers with limited vocal verbal repertoires. Language assessments included the Preschool Language Scales (PLS-5) and a Verbal Operant Experimental Analysis (VOX), conducted in both English and Spanish to capture bilingual competencies. Preliminary data from one participant indicate a moderate verbal repertoire in both English and Spanish. Additional data collection is planned to include multiple participants between the ages of 3-6 with a diagnosis of autism. This research provides a framework for assessing bilingual language skills in learners with autism, addressing a critical gap in understanding how to design culturally responsive treatment plans. Findings may contribute to best practices in supporting linguistically diverse families and promoting equitable access to effective interventions. |
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| 146. Advancing Verbal Behavior Research: Applications of Manipulative Autoclitic Frames |
| Area: VBC; Domain: Applied Research |
| MEGAN SULLIVAN KIRBY (Language Dynamics Group, Mary Baldwin University, University of South Florida), Ana Carolina King (Univeristy of Kansas), Alex Davidson (University of Kansas), Trina Spencer (University of Kansas) |
| Abstract: Narratives are powerful intervention tools. Behavior analysts who recognize the autoclitic frames within narratives, at the discourse, sentence, and word levels, can promote rapid transfer of verbal behavior across contexts, modalities, and languages. This poster presents three different research applications of narrative-based manipulative autoclitic frames used in Story Champs programs. The first study examines the effect of a virtual narrative intervention delivered to 4 autistic children (7- to 9-years-old) in 16 sessions. Results indicate that oral narrative intervention, delivered via Zoom, improved children’s story writing and generation of personal stories. The second experiment, a cluster randomized waitlist-controlled trial, studies the impacts of the Story Champs Curriculum implemented by SLPs and teachers to 155 first graders across 10 schools. Post-test and follow-up data indicate that the multi-tiered academic language instruction improved students’ oral narrative retell, vocabulary inferencing, written narrative, and expository oral retell skills. The third study investigates the effectiveness of a new narrative intervention designed for AAC users, piloted with 3 autistic children (6- to 9-years-old) over 12 sessions. Results showed that narrative intervention improved children's AAC retells and generalized AAC use. In each study the direct training of manipulative autoclitic frames led to the development of generative repertoires. |
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| 147. Teaching Receptive Vocabulary to Minimally-Verbal Preschoolers With Autism Spectrum Disorder (ASD): Results From Three Studies |
| Area: VBC; Domain: Service Delivery |
| DEIRDRE M. MULDOON (The Center for Autism, Research Foundation, SUNY) |
| Discussant: Diana Mejía Cruz (Instituto Tecnologico de Sonora) |
| Abstract: Minimally verbal preschoolers with ASD have both receptive and expressive language delay. In three separate studies preschoolers were taught to identify common objects using a match-to-sample procedure combined with physical prompts. The purpose of this research was: a) to investigate if the match-to-sample procedure would result in independent identification of objects; b) to examine if the participants could generalize to matching the objects to non-identical pictures; and c) to assess if teaching receptive labels leads to an increase in verbalizations by the preschoolers. Intervention was completed by a speech-language pathologist, SLP graduate students, and clinical psychology students. Participants were taught to match identical objects to identical pictures. Maintenance checks were completed following mastery of vocabulary. Generalization probes were conducted with objects and non-identical pictures. Results illustrated that all participants across three studies learned to match and generalize the pictures. All were able to independently identify the objects at one month follow up. Match-to-sample and prompting appear to be effective procedures for teaching receptive vocabulary and is easily implemented by clinicans. Learner profiles varied for the participants in this study and are an important distinguishing characteristic of students with lower communication and cognitive profiles. |
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| 148. Increasing Tact Fluency of English as Second Language Adult Learners Through Frequency Building, Goal Setting, and Error Correction Strategies |
| Area: VBC; Domain: Applied Research |
| STEPHANIE CHAVEZ (Berry College), Miguel Ampuero (Berry College), Douglas E. Kostewicz (University of Pittsburgh) |
| Abstract: Fluency in a language is a critical skill needed to be part of society. Without fluently speaking a language, individuals may lack opportunities in work, educational, legal, health care settings and others relevant settings. In addition, individuals who lack fluency may struggle in creating friendships and community or have successful social interactions. It appears harder to get opportunities for adults to acquire English as a second language skills (ESL), yet it is a critical and necessary skill for daily living. Using an alternating treatments design, this study evaluated the effectiveness of frequency building, goal setting, and error correction procedures to increase tact fluency in adults ESL learners. Results of the study indicated improvements in tact fluency across participants following training implementation. Implications regarding the overall importance of fluency training for ESL adult learners, the effectiveness of the training procedures, as well as recommendations for future research and practice are discussed. |
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| 150. The Comparison of Tact Training and Listener Training on the Emergence of Trained and Untrained Verbal Skills in a Foreign Language in Young Adults |
| Area: VBC; Domain: Applied Research |
| LAURA VINING (Berry College), Thom Ratkos (Berry College), Miguel Ampuero (Berry College) |
| Abstract: Efficiency is an important aspect in training language skills, including foreign language skills. While methods have been evaluated to teach individuals a foreign language, including listener training, tact training, and intraverbal training (Petursdottir & Haflidadottir, 2009), limited studies assessing the efficiency of the procedures have been conducted. Additionally, limited research exists on whether training use produces opposite untrained relations (e.g. tact to listener responses and vice versa). Using an adapted alternating treatments design, we compared the effects of listener training and tact training on the emergence of the untrained verbal skill in young adults to determine which method was more efficient. The results indicated that both methods were effective in teaching their respective targeted skills. However, tact training produced a higher number of untrained listener responses, when compared to emergent tacts from listener training. Implications of the effectiveness and efficiency of each training procedure, the importance of efficiency in language training, as well as recommendations for future research and practice are discussed. |
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| 151. A Conceptual Analysis of Relational Frame Theory Methods in Contributing to a Process-Based Therapy |
| Area: VBC; Domain: Theory |
| BREANNA LEE (Ulster University), Dermot Barnes-Holmes (Ulster University), Julian C. Leslie (Ulster University), Dana Paliliunas (Ball State University), Jordan Belisle (Entiva Behavioral Health), Colin Harte (Universidade Federal de São Carlos) |
| Discussant: Diana Mejía Cruz (Instituto Tecnologico de Sonora) |
| Abstract: Systems of psychological assessment and treatment have taken a medical model approach, in which clients are placed into diagnostic categories intended to guide treatment (e.g., the DSM, the ICD). Some have suggested advantages in focusing on a process-based approach for analyzing individual human functioning (e.g., Hayes et al., 2020). However, the processes involved in clinically relevant behavior, as defined by traditional behavior therapy, have not yet been identified. The current position piece describes concepts within Relational Frame Theory (RFT) for guiding a research program aiming to identify properties of relational responding that may give insight to the specific processes involved in human behavior. Specifically, two methods for capturing relational responding are presented: the Implicit Relational Assessment Procedure (IRAP) and multidimensional scaling (MDS). Additionally, we propose an emphasis on single case experimental designs in this type of research program, in which participant data is collected multiple times over an extended period and is analyzed individually. Preliminary data is provided for illustrating potential ways in which properties of relational responding may be captured within each procedure, as well as points of overlap between the procedures. Implications of these conceptual analyses are discussed in regard to contributing to a process-based approach. |
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