The Impact of an Intraverbal Webbing Procedure on the Emergence of Advanced Intraverbal Skills in Children with Autism S
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RESEARCH ARTICLE
The Impact of an Intraverbal Webbing Procedure on the Emergence of Advanced Intraverbal Skills in Children with Autism Spectrum Disorder Nouf M. Alzrayer 1
# Association for Behavior Analysis International 2020
Abstract This study investigates the effects of an intraverbal webbing procedure on the development of divergent and convergent intraverbal responses in 3 children with autism spectrum disorder between the ages of 4 and 7 years using a multiple-probe across-participants design. The participants were taught to list several members of a category (e.g., kitchen item, furniture) with a specific feature (e.g., handle, door) and to respond to fill-in-the-blank statements regarding the function, feature, and class of several item. Probes were conducted frequently to assess the emergence of untrained complex intraverbal responses. The results indicate that the intraverbal webbing procedure is effective for the acquisition of trained verbal responses to fill-in-the-blank statements. In addition, the emergence of convergent and divergent multiply controlled intraverbal responses was observed across untrained categories (e.g., school item, clothes). Keywords Autism spectrum disorder . Divergent intraverbal skills . Emergence . Intraverbal webbing procedure
Developing preschoolers between the ages of 3 and 5 years typically begin to fill in words to favorite songs (e.g., “Twinkle, twinkle, little . . .”), comment (e.g., “I like your toy.”), and answer questions (e.g., “What is your favorite movie?”) without direct training. However, many children with autism spectrum disorder (ASD) require direct and intensive training to emit different forms of intraverbal responses. Thus, having a limited functional intraverbal repertoire poses a challenge for these children to acquire complex verbal behavior, despite having strong mand, tact, and listener responding skills (Miklos, 2010; Sundberg & Michael, Highlights • Conducted a single-case design study to determine the effectiveness of intraverbal webbing procedure on the emergence of generative divergent and convergent intraverbal responses • Three young children with autism were included • Results indicate that intraverbal webbing procedure was effective on the acquisition of trained intraverbal set • Emergence was evident on the untrained intraverbal set across all participants * Nouf M. Alzrayer [email protected] 1
Department of Special Education, College of Education, King Saud University, PO Box 266, Riyadh 11567, Saudi Arabia
2001). Children with ASD have difficulty acquiring advanced intraverbal skills because most of their responses are under the control of a single feature of verbal conditional discrimination (VCD), which, as a result, leads to the development of echoic or rote responding. For example, in order for a child to respond to the questions “What is a hot food you eat for breakfast?” the child must tact and respond correctly as he or she listens to the multiple verbal stimuli in the question. These stimuli include “eat,” “food,” “hot,
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