Teaching intraverbal behavior to preschool children
Tóm tắt
Four preschool children who were taught to tact a set of Peabody picture cards were unable to emit those same responses under intraverbal conditions. A transfer of stimulus control procedure was used to bring the responses under intraverbal control. A multiple probe design was used to demonstrate experimental control. The results indicate that the transfer procedure was effective in developing the responses as intraverbals, and in increasing the subjects’ scores on the Verbal Fluency subtest of the McCarthy Scales. A second study demonstrated that teaching four additional subjects to tact both the items and the class of which the items were members resulted in the untrained emergence of a few intraverbal responses for two of four subjects. For the other subjects and classes, it was still necessary to teach each of the responses as intraverbals, further demonstrating that tacts and intraverbals are separate verbal operants. The implications of these results for the use of Skinner’s (1957) analysis of verbal behavior for studying typical language development are discussed.
Tài liệu tham khảo
Bijou, S., W., & Baer, D. M. (1965). Child development II: Universal stage of infancy. Englewood Cliffs, NJ: Prentice-Hall.
Braam, S. J., & Poling, A. (1983). Development of intraverbal behavior in mentally retarded individuals through transfer of stimulus control procedures: Classification of verbal responses. Applied Research in Mental Retardation, 4, 279–302.
Hall, G., & Sundberg, M. L. (1987). Teaching mands by manipulating conditioned establishing operations. The Analysis of Verbal Behavior, 5, 41–53.
Horner, R. D., & Baer, D. M. (1978). Multiple-probe technique: A variation on the multiple baseline. Journal of Applied Behavior Analysis, 11, 189–196.
Howard, J. S., & Rice, D. (1988). Establishing a generalized autoclitic repertoire in preschool children. The Analysis of Verbal Behavior, 6, 45–59.
Lamarre, J., & Holland, J. G. (1985). The functional independence of mands and tacts. Journal of the Experimental Analysis of Behavior, 43, 5–19.
Luciano, M. C. (1986). Acquisition, maintenance, and generalization of productive intraverbal behavior through transfer of stimulus control procedures. Applied Research in Mental Retardation, 7, 1–20.
McCarthy, D. (1970). McCarthy Scales of Children’s Abilities. New York, NY: The Psychological Corporation.
Partington, J. W., Sundberg, M. L., Newhouse, L., & Spengler, S. M. (in press). Overcoming an autistic child’s failure to acquire a tact repertoire. Journal of Applied Behavior Analysis.
Sigafoos, J., Reichle, J., Doss, S., Hall, K., & Pettitt, L. (1990). “Spontaneous” transfer of stimulus control from mand to tact contingencies. Research in Developmental Disabilities, 11, 165–176.
Skinner, B. F. (1957). Verbal behavior. New York: Appleton-Century-Crofts.
Sundberg, M. L. (1990). Teaching verbal behavior to the developmentally disabled. Danville, CA: Behavior Analysts, Inc.
Sundberg, M. L., San Juan, B., Dawdy, M., & Arguelles, M. (1990). The acquisition of mands, tacts, and intraverbals by individuals with traumatic brain injury. The Analysis of Verbal Behavior, 8, 83–99.
Watkins, C. L., Pack-Teixteira, L., & Howard, J. S. (1989). Teaching intraverbal behavior to severely retarded children. The Analysis of Verbal Behavior, 7, 69–81.