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  • 期刊名称：

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  • 刊频： Semiannual, 2014-
  • NLM标题： Anal Verbal Behav
  • iso缩写： -
  • ISSN： -

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  • 1.

    【2hr】Establishing Concurrent Mands for Items and Mands for Information about Location in Children with Autism

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    机译 建立自闭症儿童的物品和信息位置的并发需求
    摘要：This study replicated and extended the methodology used in Howlett et al. (Journal of Applied Behavior Analysis, 44, 943–947 ) to bring the mands “Where’s (item)?” and “I want (item)” under appropriate antecedent control in two boys diagnosed with autism. Trials were alternated in which items were present, missing, and within view (but inaccessible) and missing and out of view. To program for generalization, fifteen items, multiple trainers, and multiple settings were used during teaching. For both participants, manding generalized to novel items, instructors, settings, and situations and maintained after 2 weeks following teaching. Results of the social validity assessment indicated that school staff found the procedures highly acceptable.
  • 2.

    【2hr】Implementing the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP): Teaching Assessment Techniques

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    机译 实施言语行为里程碑评估和安置计划（VB-MAPP）：教学评估技术
    摘要：The Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) is an assessment tool used with individuals diagnosed with autism spectrum disorder and other language delays (Sundberg ). The milestones assessment section of the VB-MAPP is used to determine an individual’s current skill level. The results of the milestones assessment can be used to identify instructional goals and objectives. The current study examined the effects of behavioral skills training (BST) on the administration of the milestones assessment by two educational professionals. The BST intervention resulted in immediate increases in performance for both participants.
  • 3.

    【2hr】Improving the Conversational Skills of a College Student with Peer-Mediated Behavioral Skills Training

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    机译 通过同伴介导的行为技能培训提高大学生的会话能力
    摘要：We used a multiple baseline design across behaviors to evaluate peer-mediated behavioral skills training to improve a complex repertoire of conversational skills of an undergraduate student diagnosed with a learning disability NOS. Following treatment, we observed a decrease in interrupting and content specificity and an increase in questioning. Treatment effects maintained with naïve peers during unstructured conversations and outcomes compared favorably with normative data on the conversational skills of three undergraduates without learning disabilities.
  • 4.

    【2hr】Mands for Information Using “How” Under EO-Absent and EO-Present Conditions

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    机译 在EO不存在和EO存在条件下使用“如何”的信息要求
    摘要：The present study replicates and extends previous research on teaching “How?” mands for information to children with autism. The experimental preparation involved mand training in the context of completing preferred activities and included training and testing under conditions when the establishing operation (EO) was present and absent. Results show that two children with autism acquired mands for information using How? only in situations where information was valuable (i.e., the EO was present); they then consistently made use of the information provided in activity completion. Generalization to novel, untaught situations was assessed.
  • 5.

    【2hr】Observing Tacting Increases Uninstructed Tacts in Children with Autism

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    机译 观察机智会增加自闭症儿童的无知机智
    摘要：The effects of observing an adult emitting tacts on children’s rate of uninstructed (i.e., “spontaneous”) tacts were examined in three children diagnosed with autism. Each participant was exposed to two conditions in four settings each: in condition 1, participants received 20 trials of teacher-initiated interactions in which the child was asked to tact 20 objects during 5 min. Condition 2 was identical to condition 1 except that the teacher also tacted 20 objects interspersed with the 20 tact trials. The number of uninstructed tacts was recorded in both conditions. Children emitted between 1.58 and 2.68 times more uninstructed tacts in condition 2 than in condition 1. These results indicate that teachers’ emission of tacts increases the emission of uninstructed tacts in children with autism.
  • 6.

    【2hr】Stimulus-Stimulus Pairing of Vocalizations: A Systematic Replication

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    机译 发声的刺激-刺激配对：系统复制
    摘要：The current study replicated an enhanced stimulus-stimulus pairing (SSP) procedure used by Esch et al. (Journal of Applied Behavior Analysis 42: 42–225, ) for increasing vocalizations in children with autism. The enhanced SSP procedure consisted of pairing target vocalizations with high-preference items, interspersed target and nontarget trials, an observing response, and the presentation of the vocalizations in “motherese” speech. Results showed substantial increases in target vocalizations above baseline levels and above nontarget vocalizations for two of three participants.
  • 7.

    【2hr】Cultural and Linguistic Diversity in Recent Verbal Behavior Research on Individuals with Disabilities: a Review and Implications for Research and Practice

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    机译 近期残疾人言语行为研究中的文化和语言多样性：研究与实践的回顾与启示
    摘要：The number of individuals from various culture and language backgrounds who are receiving behavior-analytic services is growing. Therefore, a behavioral understanding of the role of cultural and linguistic diversity (CLD) in language acquisition may be warranted. We searched recent editions of The Analysis of Verbal Behavior and the Journal of Applied Behavior Analysis to determine the degree to which researchers report the CLD of individuals with disabilities who participate in verbal behavior research. Our results indicate that researchers in these journals rarely report the culture and language background of their participants. Given these results, we provide a conceptual analysis and describe implications for research and clinical practice. A further understanding of the role of CLD may aid in the development of better behavioral interventions and culturally sensitive treatments. Finally, research that explores the role of CLD in language acquisition may add to the generality of behavior-analytic research and practice.
  • 8.

    【2hr】Editorial: Verbal Behavior and Motivating Operations

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    机译 社论：言语行为和激励性行动
    摘要：
  • 9.

    【2hr】Jack Michael's Motivation

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    机译 杰克·迈克尔的动机
    • 作者：Caio F. Miguel
    • 刊名：The Analysis of Verbal Behavior
    • 2013年第1期
    摘要：Among many of Jack Michael's contributions to the field of behavior analysis is his behavioral account of motivation. This paper focuses on the concept of motivating operation (MO) by outlining its development from notion of drive. Conceptually, Michael's term helped us change our focus on how to study motivation by shifting its origins from the organism to the environment. Michael's account also served to stimulate applied research and to better understand behavioral function in clinical practice.
  • 10.

    【2hr】Thirty Points About Motivation From Skinner's Book Verbal Behavior

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    机译 斯金纳书中言语行为动机的三十点
    • 作者：Mark L. Sundberg
    • 刊名：The Analysis of Verbal Behavior
    • 2013年第1期
    摘要：Skinner discussed the topic of motivation in every chapter of the book Verbal Behavior (1957), usually with his preferred terminology of “deprivation, satiation, and aversive stimulation.” In the current paper, direct quotations are used to systematically take the reader through 30 separate points made by Skinner in Verbal Behavior that collectively provide a comprehensive analysis of his position regarding the role of motivation in behavior analysis. In addition, various refinements and extensions of Skinner's analysis by Jack Michael and colleagues (; , , , , , ) are incorporated, along with suggestions for research and applications for several of the points.
  • 11.

    【2hr】Comments on Michael (1993): Establishing Operations

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    机译 评论迈克尔（1993）：建立运营
    • 作者：J. Moore
    • 刊名：The Analysis of Verbal Behavior
    • 2013年第1期
    摘要：The present comments concern Michael's concept of motivative variables, and the implications of that concept for our understanding of the nature of reinforcement as well as the extinction of responses maintained through positive and negative reinforcement. We note that both extinction and altering motivative variables decrease responding, but they do so differently. The former does so by discontinuing the response-reinforcer relation. The latter does so by altering the motivation to respond. We emphasize that we shouldn't conclude we have extinguished a response just because we have performed some operation that results in decreased responding. The difference is especially important for an understanding of how we might reduce maladaptive avoidance responses, such as found in phobias or obsessive-compulsive disorders.
  • 12.

    【2hr】The Establishing Operation and Teaching Verbal Behavior

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    机译 言语行为的建立与教学
    摘要：Twenty years ago refined and extended the concept of the conditioned establishing operation (CEO). With this paper he updated his previous treatment of the topic () by providing terminological refinements and conceptually clear descriptions of the reflexive and transitive CEOs. In the 20 years since the publication of that paper there has been an increase in the application of CEOs as independent variables in the teaching of verbal behavior in applied setting. The purpose of this paper is to provide a brief overview of clinical applications of the EO to the teaching of verbal behavior during the last 20 years.
  • 13.

    【2hr】Teaching Children With Autism Spectrum Disorders to Mand for the Removal of Stimuli That Prevent Access to Preferred Items

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    机译 教患有自闭症谱系障碍的儿童要求去除刺激物，以防止他们接触首选物品
    摘要：Mand training is often a primary focus in early language instruction and typically includes mands that are positively reinforced. However, mands maintained by negative reinforcement are also important skills to teach. These include mands to escape aversive demands or unwanted items. Another type of negatively reinforced mand important to teach involves the removal of a stimulus that prevents access to a preferred activity. We taught 5 participants diagnosed with autism spectrum disorders to mand for the removal of a stimulus in order to access a preferred item that had been blocked. An evaluation was conducted to determine if participants responded differentially when the establishing operations for the preferred item were present versus absent. All participants learned to mand for the removal of the stimulus exclusively under conditions when the establishing operation was present.
  • 14.

    【2hr】Comparing Acquisition of Exchange-Based and Signed Mands With Children With Autism

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    机译 比较自闭症儿童与基于交换和签名的需求的获取
    摘要：Therapists and educators frequently teach alternative-communication systems, such as picture exchanges or manual signs, to individuals with developmental disabilities who present with expressive language deficits. recommended a taxonomy for alternative communication systems that differentiated between selection-based systems in which each response is topographically identical (e.g., card selection and exchange systems) and topography-based systems in which each response is topographically distinct (e.g., signed language). We compared the efficiency of training picture exchanges and signs with 3 participants who presented with severe language deficits; all participants acquired the picture-exchange responses more readily.
  • 15.

    【2hr】Using a Lag Reinforcement Schedule to Increase Phonemic Variability in Children With Autism Spectrum Disorders

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    机译 使用滞后强化时间表来增加自闭症谱系障碍儿童的音素变异性
    摘要：Shaping functional vocal language is difficult when an individual has not yet acquired an echoic repertoire and does not emit sufficient phonemes (i.e., speech sounds) for shaping. Few studies have evaluated interventions to increase the frequency and breadth of phonemes. The current study extended by evaluating the effects of a Lag 1 reinforcement schedule on vocal variability and limiting the definition of variability to responses that incorporated a novel phoneme. For 2 of the 3 participants, the cumulative number of novel phonemes, the percentage of trials with variability, and the number of different phonemes emitted per session increased during the Lag 1 intervention phase.
  • 16.

    【2hr】Evaluation of Verbal Behavior in Older Adults

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    机译 老年人口头行为的评估
    摘要：Approximately 5% of older adults have a dementia diagnosis, and language deterioration is commonly associated with this disorder (). Several instruments have been developed to diagnose dementia and assess language capabilities of elderly adults. However, none of these instruments take a functional approach to language assessment as described by . The purpose of this study was to develop and evaluate a function-based assessment for language deficits of older adults. Thirty-one participants were categorized into a control group (n  =  15) and a dementia group (n  =  16) based on their score on the Dementia Rating Scale-2. Individuals with dementia performed significantly worse on the tact assessment than those without dementia. Participants from both groups performed better on measures of tacts than intraverbals or mands, even though topographically identical responses were required in these assessments. The data provide support for Skinner's conceptualization of functionally independent verbal operants.
  • 17.

    【2hr】Effects of a Differential Observing Response on Intraverbal Performance of Preschool Children: A Preliminary Investigation

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    机译 不同的观察反应对学龄前儿童言语能力的影响：初步调查。
    摘要：speculated that some instances of intraverbal responding might be associated with limited or delayed acquisition because they require discrimination of multiple components of verbal stimuli. Past studies suggest that acquisition of responses under control of complex, multicomponent antecedent stimuli (e.g., conditional or compound stimulus control) can be facilitated with the introduction of a differential observing response (DOR; ; ). The purpose of the current study was to evaluate the effects of a DOR (i.e., repeating the question) on intraverbal responding with six neurotypical preschool children. Findings included that (a) accuracy of intraverbal performance increased when the experimenter prompted a DOR; (b) 1 of 6 participants overtly emitted the DOR for a second relation in the absence of prompts, which was correlated with increased accuracy; and (c) following mastery, response accuracy was variable for 3 participants. Based on these findings, prompted DORs may offer an effective, if temporary, aid to intraverbal instruction for neurotypical preschool children.
  • 18.

    【2hr】The Relationship Between Punishment History and Skin Conductance Elicited During Swearing

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    机译 宣誓过程中惩罚历史与皮肤电导的关系
    摘要：Despite its theoretical importance, the effect of past punishment on verbal behavior is often overlooked in research due to the difficulty of measuring it. The present study explores the relationship between physiological arousal in humans and swearing; a behavior likely to have been punished in the typical conditioning history of an individual. Participants' skin conductance was measured as they read aloud a list of words containing swear words, emotionally salient words, and neutral words. The association between SCR measurements and participants' scores on questionnaires on previous punishment for swearing was then analyzed. Findings suggest that people have significantly higher physiological arousal when saying swear words than neutral words, and that this arousal is higher for participants who have previously received more frequent punishment for swearing, according to self-report.
  • 19.

    【2hr】Echoic and Self-Echoic Responses in Children

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    机译 儿童的回声和自我回声反应
    摘要：Eleven typically developing children were assessed on the accuracy of prompted self-echoic responses following a 5-s delay from their initial echoic response, replicating procedures in that compared discrepancies between echoic and self-echoic scores of autistic and typically developing children following a 2-s delay. We compared the two studies in terms of age, level tested, and echoic/self-echoic discrepancy scores. Age and test level differences were found to be statistically significant. Results are discussed in terms of discrepant self-echoic performance and self-echoic rehearsal as it relates to participant age, test level, motivating variables, and the development of complex behavior.
  • 20.

    【2hr】An Analysis of Verbal Stimulus Control in Intraverbal Behavior: Implications for Practice and Applied Research

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    机译 言语行为的言语刺激控制分析：对实践和应用研究的启示
    摘要：A common characteristic of the language deficits experienced by children with autism (and other developmental disorders) is their failure to acquire a complex intraverbal repertoire. The difficulties with learning intraverbal behaviors may, in part, be related to the fact that the stimulus control for such behaviors usually involves highly complex verbal stimuli. The antecedent verbal control of intraverbal behavior may involve discriminative stimuli (i.e., discriminated operants), conditional stimulus control, and/or control by compound stimuli. Distinctions among these different types of antecedent control are presented, along with recommendations for intervention procedures that may facilitate the acquisition of intraverbal behavior.
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