Abstract
The present investigation compared acquisition of intraverbals and listener behavior by function, feature, and class (FFC) for two children with autism spectrum disorder (ASD). We also measured tacts during listener training to evaluate whether higher levels of tacts predicted the emergence of intraverbal behavior following training. The results showed that intraverbal training required as many or fewer sessions to reach the mastery criterion than listener training by FFC, and intraverbal training consistently produced emergent listener behavior. In comparison, listener training by FFC did not consistently lead to the emergence of intraverbal behavior.
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Acknowledgments
We thank Kari Adolf, Elizabeth Bullington, Erica Faris, and Annelle Waterhouse for their assistance with various aspects of data collection and analysis. Portions of these data were collected while the first author was an employee of the University of Nebraska Medical Center’s Munroe-Meyer Institute.
Compliance with Ethical Standards
All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards.
Conflict of Interest
The authors declare that they have no conflict of interests.
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Kodak, T., Paden, A.R. A Comparison of Intraverbal and Listener Training for Children with Autism Spectrum Disorder. Analysis Verbal Behav 31, 137–144 (2015). https://doi.org/10.1007/s40616-015-0033-3
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DOI: https://doi.org/10.1007/s40616-015-0033-3