Abstract
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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Jill Emmick is now at Behavior Analysis and Therapy, and Traci Cihon is now at the University of North Texas. This study is based on the first author’s thesis completed under the supervision of the second and third authors in partial fulfillment of the MA degree at the Chicago School of Professional Psychology. The study was presented at the 2009 ABAI conference in Phoenix, AZ.
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Emmick, J.R., Cihon, T.M. & Eshleman, J.W. The Effects of Textual Prompting and Reading Fluency on the Acquisition of Intraverbals. Analysis Verbal Behav 26, 31–39 (2010). https://doi.org/10.1007/BF03393080
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DOI: https://doi.org/10.1007/BF03393080