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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】Editorial: Where should we go from here

    包量

    机译 社论：我们应该从这里去哪里
    摘要：
  • 2.

    【2hr】The Multiple Control of Verbal Behavior

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    机译 言语行为的多重控制
    摘要：Amid the novel terms and original analyses in Skinner's Verbal Behavior, the importance of his discussion of multiple control is easily missed, but multiple control of verbal responses is the rule rather than the exception. In this paper we summarize and illustrate Skinner's analysis of multiple control and introduce the terms convergent multiple control and divergent multiple control. We point out some implications for applied work and discuss examples of the role of multiple control in humor, poetry, problem solving, and recall. Joint control and conditional discrimination are discussed as special cases of multiple control. We suggest that multiple control is a useful analytic tool for interpreting virtually all complex behavior, and we consider the concepts of derived relations and naming as cases in point.
  • 3.

    【2hr】Intraverbal Behavior and Verbal Conditional Discriminations in Typically Developing Children and Children With Autism

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    机译 典型发育中的儿童和自闭症儿童的言语行为和言语条件歧视
    摘要：Individuals with autism often experience difficulty acquiring a functional intraverbal repertoire, despite demonstrating strong mand, tact, and listener skills. This learning problem may be related to the fact that the primary antecedent variable for most intraverbal behavior involves a type of multiple control identified as a verbal conditional discrimination (VCD). The current study is a descriptive analysis that sought to determine if there is a general sequence of intraverbal acquisition by typically developing children and for children with autism, and if this sequence could be used as a framework for intraverbal assessment and intervention. Thirty-nine typically developing children and 71 children with autism were administered an 80-item intraverbal subtest that contained increasingly difficult intraverbal questions and VCDs. For the typically developing children the results showed that there was a correlation between age and correct intraverbal responses. However, there was variability in the scores of children who were the same age. An error analysis revealed that compound VCDs were the primary cause of errors. Children with autism made the same types of errors as typically developing children who scored at their level on the subtest. These data suggest a potential framework and sequence for intraverbal assessment and intervention.
  • 4.

    【2hr】Analyzing Stimulus-Stimulus Pairing Effects on Preferences for Speech Sounds

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    机译 分析对语音偏好的刺激-刺激配对效应
    摘要：Several studies have demonstrated effects of stimulus-stimulus pairing (SSP) on children's vocalizations, but numerous treatment failures have also been reported. The present study attempted to isolate procedural variables related to failures of SSP to condition speech sounds as reinforcers. Three boys diagnosed with autism-spectrum disorders participated. Phase 1 was designed to assess SSP effects on production of auditory stimuli via button pressing. When SSP failed to produce a preference for the target stimulus, we instituted a series of procedural manipulations intended to address potential reasons for failure. One participant preferred the target stimulus when given the opportunity to select preferred items for pairing prior to each session, but a subsequent reversal attempt produced ambiguous results. Two participants showed no consistent preference in Phase 1 and underwent a within-session reinforcer evaluation in Phase 2, in which alternative controlling variables were demonstrated by delivering preferred stimuli contingent on button pressing.
  • 5.

    【2hr】Effects of Multiple Exemplar Training on the Emergence of Derived Relations in Preschool Children Learning a Second Language

    包量

    机译 多次样训对学外语的学龄前儿童衍生关系产生的影响
    摘要：We evaluated the facilitative effects of multiple exemplar training (MET) on the establishment of derived tact relations in typically developing children. A multiple-probe design across stimulus sets was implemented to introduce MET. Participants were first taught to conditionally relate dictated names in English to their corresponding objects (listener behavior; A-B relations), followed by tests for derived tacts (B-A relations). If participants failed these tests, MET was implemented whereby tact relations were explicitly taught with novel stimulus sets, followed by test probes with the original training set. MET continued with novel stimuli until participants met criterion for the emergence of derived tact relations or after exposure to three MET sets. Results indicated failed tests for tact relations following direct training in listener relations, and marked improvements in derived tact relations following MET across all participants.
  • 6.

    【2hr】Further Evaluation of Prompting Tactics for Establishing Intraverbal Responding in Children With Autism

    包量

    机译 建立自闭症儿童言语反应的提示策略的进一步评估
    摘要：We compared prompting tactics to establish intraverbal responding (question answering) in four boys with autism. Based on the results of intraverbal, textual, echoic, and tact pretests, we compared vocal and picture prompts with three participants, and textual, vocal, and picture prompts with one participant. We also evaluated repeated acquisition with different question sets, and included a concurrent-chains arrangement, in which initial link selections determined which prompting procedure occurred in the terminal link. All the prompting procedures were effective in establishing intraverbal responding, but vocal prompts resulted in the fewest trials to criterion for all four participants during the initial prompt comparison. However, the results were less consistent for the second comparison. The concurrent chains arrangement revealed a clear preference for picture prompts for one participant, but the results for the others were inconclusive.
  • 7.

    【2hr】Acquisition of Mands, Tacts, and Intraverbals Through Sign Exposure in an Individual With Autism

    包量

    机译 通过自闭症患者的体征暴露来获得下颌，机智和言语
    摘要：Many children with autism communicate through the use of alternative communication systems, such as sign language. Limited research has been conducted on the situations under which sign language will be acquired across verbal operants without direct teaching. The purpose of the current study was to evaluate exposure to sign language on the acquisition of signed mands, tacts, and intraverbals in a male child with autism. Results indicated fast acquisition of mands, tacts, and intraverbals without direct teaching. Results are discussed in the context of future research investigating exposure without direct teaching in individuals who communicate with alternative communication systems.
  • 8.

    【2hr】Effects of Conditioning Voices as Reinforcers for Listener Responses on Rate of Learning, Awareness, and Preferences for Listening to Stories in Preschoolers With Autism

    包量

    机译 在自闭症学龄前儿童中，调节声音作为听众响应的增强剂对学习率，意识和偏好的影响
    摘要：We used a delayed non-concurrent pre- and post-intervention probe design to test the effects of a voice conditioning protocol (VCP) with 3 preschoolers with autism on (a) rate of acquisition of listener curricular objectives, (b) observing voices and the presence of adults across 3 settings, (c) selecting to listen to adults tell stories in free play setting, and (d) the occurrence of stereotypy in the story setting. The VCP conditioned voices as reinforcers for listening to recordings of voices via stimulus-stimulus pairing, which resulted in the children listening to audio recordings of voices in 90% of intervals in 5-min concurrent-operant preference tests. After voices became conditioned reinforcers, all 3 children's learning accelerated; 2 children's observing responses increased in the 3 settings; and 2 children selected to listen to stories and also showed decreased stereotypy in the story setting. The data suggest that conditioned reinforcement for observing responses may be a verbal behavior developmental cusp that acts to accelerate learning that involves listening, and that the cusp may be induced using the VCP.
  • 9.

    【2hr】Rule-Governed Behavior: Teaching a Preliminary Repertoire of Rule-Following to Children With Autism

    包量

    机译 规则控制的行为：向自闭症儿童讲授规则遵循的初步知识
    摘要：Rule-governed behavior is generally considered an integral component of complex verbal repertoires but has rarely been the subject of empirical research. In particular, little or no previous research has attempted to establish rule-governed behavior in individuals who do not already display the repertoire. This study consists of two experiments that evaluated multiple exemplar training procedures for teaching a simple component skill, which may be necessary for developing a repertoire of rule-governed behavior. In both experiments, children with autism were taught to respond to simple rules that specified antecedents and the behaviors that should occur in their presence. In the first study, participants were taught to respond to rules containing “if/then” statements, where the antecedent was specified before the behavior. The second experiment was a replication and extension of the first. It involved a variation on the manner in which rules were presented. Both experiments eventually demonstrated generalization to novel rules for all participants; however variations to the standard procedure were required for several participants. Results suggest that rule-following can be analyzed and taught as generalized operant behavior and implications for future research are discussed.
  • 10.

    【2hr】The Emergence of Autoclitic Frames in Atypically and Typically Developing Children as a Function of Multiple Exemplar Instruction

    包量

    机译 自闭症框架在非典型和典型发展中的儿童的出现作为多种范例教学的函数
    摘要：In two experiments, we tested the effect of multiple exemplar instruction (MEI) for training sets on the emergence of autoclitic frames for spatial relations for novel tacts and mands. In Experiment 1, we used a replicated pre- and post-intervention probe design with four students with significant learning disabilities to test for acquisition of four autoclitic frames with novel tacts and mands before and after MEI. The untaught topographies emerged for all participants. In Experiment 2, we used a multiple probe design to test the effects of the MEI procedures on the same responses in four typically developing, bilingual students. The novel usage emerged for all participants. In the latter experiment, the children demonstrated untaught usage of mand or tact frames regardless of whether they were taught to respond in either listener or speaker functions alone or across listener and speaker functions. The findings are discussed in terms of the role of MEI in the formation of abstractions.
  • 11.

    【2hr】Establishing Naming in Typically Developing Two-Year-Old Children as a Function of Multiple Exemplar Speaker and Listener Experiences

    包量

    机译 根据典型的演讲者和听众的经验，在通常发育的两岁儿童中建立命名
    摘要：Naming is a verbal developmental capability and cusp that allows children to acquire listener and speaker functions without direct instruction (e.g., incidental learning of words for objects). We screened 19 typically developing 2- and 3-year-old children for the presence of Naming for 3-dimensional objects. All 9 3-year-olds had Naming, and 8 of 10 2-year-olds lacked Naming. For the 2-year-old children who lacked Naming, we used multiple-probe designs (2 groups of 4 children) to test the effect of multiple exemplar instruction (MEI) across speaker and listener responses on the emergence of Naming. Prior to the MEI, the children could not emit untaught listener or speaker responses following match-to-sample instruction with novel stimuli, during which they had heard the experimenter tact the stimuli. After MEI with a different set of novel stimuli, the children emitted listener and speaker responses when probed with the original stimuli, in the absence of any further instruction with those stimuli. Seven of 8 children acquired the speaker and listener responses of Naming at 83% to 100% accuracy. We discuss the basic and applied science implications.
  • 12.

    【2hr】Teaching a Child With Autism to Mand for Information Using “How”

    包量

    机译 教一个自闭症儿童使用“如何”命令获取信息
    摘要：Children with autism often do not learn to mand for information without structured teaching. Studies have demonstrated that manipulation of establishing operations (EOs), prompts, prompt fading, and differential reinforcement are effective in teaching children with autism to ask “wh” questions such as “what,” “who,” and “where.” To date, no studies have evaluated procedures to teach children with autism to mand for information using “how.” Teaching the mand, “how” is uniquely challenging because once the information regarding how to do something is provided, the EO may no longer be present. The following study evaluated a procedure to teach one child with autism to mand for information using “how” to obtain information to complete multiple activities. The results have implications for clinical application and future research on contriving EOs to teach the mand, “how.”
  • 13.

    【2hr】A Functional Analysis of Gestural Behaviors Emitted by Young Children With Severe Developmental Disabilities

    包量

    机译 严重发育障碍幼儿发出的手势行为的功能分析
    摘要：Many children with severe developmental disabilities emit idiosyncratic gestures that may function as verbal operants (). This study examined the effectiveness of a functional analysis methodology to identify the variables responsible for gestures emitted by 2 young children with severe developmental disabilities. Potential verbal operants for each participant were functionally analyzed using a multi-element design. Results indicate that gestures were maintained by access to tangible items or the delivery of information about novel stimuli. This study extends the use of functional analysis to identify conditions under which children with developmental disabilities emit gestural verbal behavior.
  • 14.

    【2hr】Understanding Observational Learning: An Interbehavioral Approach

    包量

    机译 了解观察性学习：一种行为间的方法
    摘要：Observational learning is an important area in the field of psychology and behavior science more generally. Given this, it is essential that behavior analysts articulate a sound theory of how behavior change occurs through observation. This paper begins with an overview of seminal research in the area of observational learning, followed by a consideration of common behavior analytic conceptualizations of these findings. The interbehavioral perspective is then outlined, shedding light on some difficulties with the existing behavior analytic approaches. The implications of embracing the interbehavioral perspective for understanding the most complex sorts of behavior, including those involved in observational learning are considered.
  • 15.

    【2hr】Guest Associate Editors and Guest Reviewers

    包量

    机译 客座副编辑和客座审稿人
    • 作者：
    • 刊名：The Analysis of Verbal Behavior
    • 2011年第1期
    摘要：
  • 16.

    【2hr】Editorial

    包量

    机译 社论
    • 作者：Caio F Miguel
    • 刊名：The Analysis of Verbal Behavior
    • 2010年第1期
    摘要：
  • 17.

    【2hr】An Assessment of Self-Echoic Behavior in Young Children

    包量

    机译 幼儿自我回声行为的评估
    摘要：In the behavioral literature, self-echoic behavior has been hypothesized to play an important role in, for example, emergent conditional discriminations (e.g., ), emergent verbal operants (), and problem solving (). Although early behavioral intervention programs for children with autism emphasize the establishment of accurate echoic repertoires, the type of stimulus control that defines a self-echoic response is typically not addressed. We report the development of a self-echoic assessment procedure that was administered to children with and without autism spectrum disorders. Preliminary results indicated that a discrepancy between echoic and self-echoic repertoires was more likely to be present among participants with autism than among typically developing participants. Future research should evaluate the extent to which interventions to establish self-echoic responding might produce other collateral benefits.
  • 18.

    【2hr】Guest Associate Editors and Guest Reviewers

    包量

    机译 客座副编辑和客座审稿人
    • 作者：
    • 刊名：The Analysis of Verbal Behavior
    • 2010年第1期
    摘要：
  • 19.

    【2hr】Evaluation of Single and Mixed Verbal Operant Arrangements for Teaching Mands and Tacts

    包量

    机译 评估教学命令和技巧的单一和混合语言操作安排
    摘要：The purpose of this series of experiments was to evaluate the effects of mixed mand-tact arrangements on the acquisition of mands and tacts in preschool-aged children. In Experiment 1, the effects of three training arrangements (mand-only training, tact-only training, and mand-tact training) were investigated with 3 typically developing children. Rates of acquisition in single (mand-only and tact-only) versus mixed (mand-tact) presentation were comparable, in contrast to earlier investigations. Experiment 2 attempted to clarify the equivocal findings of Experiment 1 by directly replicating the investigation with 2 typically developing children. Results again demonstrated no clear benefit of mixed verbal operant training on tact acquisition. In Experiment 3, these same arrangements were evaluated with a boy with autism and included assessments to determine that a relevant establishing operation was in effect prior to each mand training session. Experiment 3 again failed to demonstrate the facilitative effects of mand-tact training on the acquisition of mands or tacts. Taken together, the data from these three experiments fail to support the improved efficiency of mand-tact training suggested by prior studies. Findings are discussed in the context of future research investigating mixed verbal operant arrangements.
  • 20.

    【2hr】The Effects of Textual Prompting and Reading Fluency on the Acquisition of Intraverbals

    包量

    机译 文字提示和阅读流利度对口语习得的影响
    摘要：The study examined the effects of textual prompt fading on the acquisition of intraverbals in 3 individuals with developmental disabilities. An alternating treatments design was used to assess the two independent variables. The first independent variable was transfer of stimulus control without component skill fluency. The second independent variable was transfer of stimulus control with component skill fluency, in which participants were taught the textual responses used in the scripts to a level of fluency prior to transfer of stimulus control. The results suggest that transfer of stimulus control was effective for teaching intraverbals and that adding a fluency component resulted in faster acquisition for some participants.
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