Evaluating the Influence of Intraverbal Topography in Conditional Discrimination Procedures
Stimulus equivalence training has been relatively under represented in the research literature for training individuals with autism spectrum disorder (ASD) in early letter-sound correspondence. The primary purpose of the current study was to compare the effectiveness of two different topographies of intraverbals on the emergence of untrained relations between letters and their phonemic sounds for two elementary aged children with ASD. Given frequent difficulties answering WH-questions for children with ASD, assessment and training using questions or statements was compared using a test-train-test sequence. Relations that required auditory-visual match to sample tasks emerged for both participants; however, emergence of untrained intraverbal relations differed based on the topography of assessment and training used. Limitations and future directions are discussed.
KeywordsVerbal behavior Applied behavior analysis Intraverbals Autism spectrum disorder Stimulus equivalence
All authors contributed to the study conception and design. Material preparation, data collection and analysis were performed by LAF, DLG, KKS, ESM and ABC. The first draft of the manuscript was written by LAF and all authors commented on previous versions of the manuscript. All authors read and approved the final manuscript.
Compliance with Ethical Standards
Conflict of interest
The authors declare that they have no conflict of interest.
All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and committee (Mississippi State University Office of Research Compliance Institution Review Board for the Protection of Human Subjects in Research; IRB-17-02-MOU) and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
Informed consent was obtained from all individual participants included in the study.
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