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Article
Effects of dictation‐taking and match‐to‐sample training on listing and spelling responses in adults with intellectual disabilities
Journal of Applied Behavior Analysis
(2013)
Abstract
Several studies have demonstrated that conditions can be arranged to promote increases in a nontargeted verbal operant following instruction of another verbal operant. In the current study, we used a multiple baseline design to evaluate the effects of 2 instructional protocols on nontargeted verbal repertoires (listing of synonyms and vocal spelling of these synonyms) in adults with intellectual disabilities. In Experiment 1, participants were instructed in taking dictation and were tested for the vocal spelling of the words taught during instruction. In Experiment 2, participants were taught to match printed words to their printed synonyms and tested for the vocal spelling and listing of synonyms. In both experiments, interventions promoted increases in nontargeted verbal skills.
Keywords
- verbal behavior,
- taking dictation,
- vocal spelling,
- intraverbals,
- conditional discrimination,
- intellectual disabilities
Disciplines
Publication Date
August 23, 2013
DOI
https://doi.org/10.1002/jaba.75
Citation Information
Andresa de Souza and Ruth Anne Rehfeldt. "Effects of dictation‐taking and match‐to‐sample training on listing and spelling responses in adults with intellectual disabilities" Journal of Applied Behavior Analysis Vol. 46 Iss. 4 (2013) p. 792 - 804 ISSN: 1938-3703 Available at: http://works.bepress.com/andresa-desouza/6/