Document Type
Thesis
Degree
Master of Science
Major
Applied Behavioral Analysis
Date of Defense
12-2-2024
Graduate Advisor
Andresa De Souza, Ph.D.
Committee
Danielle Pizzella, Ph.D.
Jessica Hinman, Ph.D.
Abstract
Skinner (1957) defined intraverbal as a type of verbal behavior in which the
response form has no point-to-point correspondence with its verbal stimulus and is
followed by generalized conditioned reinforcement. Verbal behavior can be influenced
by multiple controlling variables, with convergent and divergent control being two
distinct types of this influence. In convergent intraverbals, multiple components of
antecedent verbal stimuli control a specific verbal response of the speaker. An example of
an intraverbal response under convergent control may be "banana" when asked, "What is
a fruit that is yellow?" De Souza et al. (2019) evaluated the effects of teaching
prerequisite skills proposed by Sundberg and Sundberg (2011) on the emergence of
convergent intraverbals in children with autism.
The current study sought to extend De Souza et al. study by further investigating a
modified sequence necessary for the emergence of convergent intraverbals in young
children with autism. We used a non-concurrent multiple-probe design across participants
to evaluate the effects of simple tact teaching and listener compound discrimination
teaching on the emergence of convergent intraverbals. The results showed that the two
teaching procedures were effective in facilitating the emergence of convergent
intraverbals in three children diagnosed with autism. We also observed an increase in the
levels of correct responses on other prerequisite skills assessed.
Recommended Citation
Woodard, Jesika, "Evaluation of an Instructional Sequence to Promote the Emergence of Convergent Intraverbals in Children with Autism" (2024). Theses. 462.
https://irl.umsl.edu/thesis/462
Included in
Development Studies Commons, Disability Studies Commons, Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Language and Literacy Education Commons, Special Education and Teaching Commons
