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| Comparing Methods to Improve the Intraverbal Repertoire in Children with Autism |
| Tuesday, May 27, 2008 |
| 9:00 AM–10:20 AM |
| Stevens 2 |
| Area: AUT/VBC; Domain: Applied Research |
| Chair: Tamara S. Kasper (The Center for Autism Treatment) |
| Discussant: Tamara S. Kasper (The Center for Autism Treatment) |
| CE Instructor: Tamara S. Kasper, M.S. |
| Abstract: These studies compare the relative effectiveness of different procedures to improve the intraverbal repertoire in children with autism. The first study, Multiple Intraverbal Responses: Quick Transfer from Tact-Intraverbal versus Repeated Tacting, compares two methods for establishing multiple responses to an intraverbal category by feature or function. This single subject study utilized an alternating treatment design to evaluate the relative effectiveness of immediate transfer from tact to intraverbal category versus repeated and changing tacting when provided category in establishing multiple and varied responses. The second study, Increasing Multiple Responses to Intraverbal Categories, further explored the relative effectiveness of teaching tacting of category when presented with a picture as a prerequisite to multi-response intraverbal by class. This single subject study also utilized an alternating treatment design to determine if teaching the tact of class would result in more rapid acquisition of skills or enhance variety. The last study, A Comparison of Sign and Echoic Prompts on the Acquisition of Intraverbal Fill-Ins evaluated the relative effectiveness of two procedures to establish intraverbal fill-ins in a child with autism. |
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| Multiple Intraverbal Responses: Quick Transfer from Tact-Intraverbal versus Repeated Tacting. |
| KIMBERLY A. DECK (The Center for Autism Treatment), Marisa E. McKee (The Center for Autism Treatment), Tamara S. Kasper (The Center for Autism Treatment) |
| Abstract: Multiple Intraverbal Responses: Quick Transfer from Tact-Intraverbal versus Repeated Tacting compares two methods for establishing multiple responses to an intraverbal category by feature or function to a no treatment condition. This single subject study utilized an alternating treatment design to evaluate the relative effectiveness of two methods to develop intraverbal categories by function and feature that have multiple potential responses. The first condition: immediate transfer from tact to intraverbal category involved use of tact stimuli that shared the same function or feature followed by an immediate transfer of stimulus control from the tact stimuli to the intraverbal. The second condition utilized tacting of multiple and varied items in a field that shared a common function or feature when told the function or feature with a twice weekly probes of the pure intraverbal to assess acquisition of multiple responses. Preliminary results reveal that the quick transfer is more effective in terms of rate of acquisition than repeated tacting or no treatment conditions. |
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| Increasing Multiple Responses to Intraverbal Categories. |
| JESSICA FLYNN (The Center for Autism Treatment), Lauren Vukovic (The Center for Autism Treatment), Marisa E. McKee (The Center for Autism Treatment), Tamara S. Kasper (The Center for Autism Treatment) |
| Abstract: The study, Increasing Multiple Responses to Intraverbal Categories, explored the relative effectiveness of teaching tacting of category when presented with a picture as a prerequisite to multi-response intraverbal by class. This single subject study utilized an alternating treatment design to determine if teaching the tact of class would result in more rapid acquisition of skills or enhance variety in multiple responses to an intraverbal category than if the procedure is conducted without the tact of category response. Results were further compared to items that received no instruction. |
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| A Comparison of Sign and Echoic Prompts on the Acquisition of Intraverbal Fill-Ins. |
| KELLEE WOOD RICH (Central Texas Autism Center), Jessica Hetlinger Franco (University of Texas, Austin) |
| Abstract: In this study, we examined the acquisition rates of an 8-year-old child with autism for intraverbal responses regarding the functions of objects. The child demonstrated a history of high acquisition rates of receptive and tact responses regarding the functions using pictures of objects, but difficulty acquiring intraverbal responses. Visual presentation of a manual sign of the correct response as a prompt during intraverbal training was compared to a baseline condition using only verbal echoic prompts. The child demonstrated higher rates of acquisition in the sign rehearsal conditions |
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