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Dissertations / Theses on the topic 'Intraverbales'

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Published: 7 June 2025

Last updated: 16 July 2025

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1

Souza, Rodrigo Dal Ben de. "Crianças falam conforme o modelo mesmo quando consequências seguem falas divergentes." Universidade Federal de São Carlos, 2016. https://repositorio.ufscar.br/handle/ufscar/7363.

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Submitted by Livia Mello (liviacmello@yahoo.com.br) on 2016-09-21T12:29:01Z No. of bitstreams: 1 DissRDBS.pdf: 2067197 bytes, checksum: 5f66defaac763207d5a885501ea67a20 (MD5)<br>Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-21T18:33:09Z (GMT) No. of bitstreams: 1 DissRDBS.pdf: 2067197 bytes, checksum: 5f66defaac763207d5a885501ea67a20 (MD5)<br>Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-21T18:33:18Z (GMT) No. of bitstreams: 1 DissRDBS.pdf: 2067197 bytes, checksum: 5f66defaac763207d5a885501ea67a20 (MD5)<br>Made availab

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Simonassi, Lorena. "Interdependência entre Aquisição e Produção de Mandos, Tatos e Intraverbais." Pontifícia Universidade Católica de Goiás, 2004. http://localhost:8080/tede/handle/tede/1930.

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Made available in DSpace on 2016-07-27T14:21:07Z (GMT). No. of bitstreams: 1 Lorena Simonassi.pdf: 1273254 bytes, checksum: 1a2d6da7c041d363e650634579993442 (MD5) Previous issue date: 2004-01-30<br>This study aimed to investigate: (1) Which verbal operant would be first acquired (tact, mand or intraverbal) and, (2) if a response established under mand conditions would occur under tact and intraverbal conditions without direct training, if a response established under tact conditions would occur under mand and intraverbal conditions without direct training and, if a response established under

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SILVA, Álvaro Júnior Melo e. "Aplicações da formação de classes de equivalência na intervenção analítico-comportamental ao autismo." Universidade Federal do Pará, 2017. http://repositorio.ufpa.br/jspui/handle/2011/10476.

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Submitted by Andreza Leão (andrezaflh@gmail.com) on 2018-06-19T16:51:19Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_AplicaçaoFormaçaoClasses.pdf: 760724 bytes, checksum: f69a2f02c9955dd269682ea0bd2bbc26 (MD5)<br>Rejected by Aline Borges (aline@ufpa.br), reason: on 2018-08-27T18:17:05Z (GMT)<br>Submitted by Andreza Leão (andrezaflh@gmail.com) on 2018-08-28T17:02:09Z No. of bitstreams: 1 Tese_AplicaçaoFormaçaoClasses.pdf: 760724 bytes, checksum: f69a2f02c9955dd269682ea0bd2bbc26 (MD5)<br>Approved for entry into archive by Celia Santana (celia

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Pesantez, Rosana. "Comparing Prompt Delay and Total Communication for Training Vocal Intraverbals in Children with Autism." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4385.

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Abstract Verbal behavior encompasses a wide range of aspects in our everyday lives and in the activities of a society. Many verbal behavior interventions often include programs to teach answering questions, these responses are referred to as intraverbals. Previous research has demonstrated a higher rate of acquisition of verbal targets such as mands and tacts for children with a limited verbal repertoire when a presentation of both sign and vocal prompts occur simultaneously (Total Communication), in comparison to sign-alone or vocal-alone trainings. However, an important variable not often ex

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Vallinger, Mary K. `. "A Comparison of Procedures to Establish Emergent Intraverbals in Children with Autism Spectrum Disorders." Youngstown State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1369942529.

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Santos, Maxleila Reis Martins. "Treino de relações intraverbais e implicações para a reversibilidade da relação." Pontifícia Universidade Católica de São Paulo, 2006. https://tede2.pucsp.br/handle/handle/16771.

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Made available in DSpace on 2016-04-29T13:17:58Z (GMT). No. of bitstreams: 1 Maxleila Reis Martins Santos.pdf: 1885351 bytes, checksum: 5715fa020e379673d040080126c52d38 (MD5) Previous issue date: 2006-05-11<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>Intraverbal is a verbal operant in which a verbal stimulus is the occasion for a particular verbal response - with no point-to-point correspondence to the verbal stimulus that evoked it - to be emitted, and that response is maintained by a generalized reinforcement stimulus. Translation is a special case of intraverbal be

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7

Hathaway, Kirstie B. "Teaching Picture Recall Among Older Adults: A Comparison of Two Verbal Behavior Protocols." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1292.

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As the number of people age 65 years or older continues to grow, the need for better designed gerontology programs aimed at addressing the normal memory changes associated with aging, which may lead to treatments designed to offset the effects Alzheimer's (Peterson & Wendt, 1990; Rosen et al., 2002), is also increasing. Therefore, this study compared and systematically replicated two previous studies, Dixon et al. (2011) and Sautter et al. (2011) to investigate if older adults without dementia could learn to recall names of pictures of famous people using problem solving techniques which invo

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8

Crumpecker, Anna. "A Methodological Evaluation of the Effects of Intraverbally Implemented Multiple Exemplar Instruction." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1197.

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Relational Frame Theory provides a modern, data-driven account of human language and cognition that stems from the concept of derived stimulus relations. Typically, multiple exemplar instruction is implemented with stimuli as the independent variable in many Relational Frame Theory studies. The current study is the first to evaluate the effects of multiple exemplar instruction implemented intraverbally with typically developing children. Comparative frames of faster-than/slower-than and bigger-than/smaller-than were probed during the pretest. During the instructional phase, only comparative fr

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Heacock, Jessica Lynn. "The Effects of a Modified Time Delay Procedure on Intraverbal Responding." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374194687.

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10

Mellor, James R. "The Effects of Auditory Tact Instructions and Auditory Imagining on the Emergence of Novel Intraverbals." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1192.

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The current research investigated whether intraverbals would emerge following auditory tact instruction. Participants were first taught to tact what makes sounds. Following test probes for simple intraverbals as well as intraverbal categorization participants were taught to tact the name of sounds. Following both tact instructions, the effects of an auditory imagining procedure on target intraverbals were examined. Results indicate that following both tact instructions intraverbals increased for 3 of 4 participants. Auditory imagining was sufficient for 2 of 4 participants to reach mastery cri

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Shrontz, Rachael E. "The Effects of Textual Fluency on the Rate of Acquisition and Application of Intraverbal Relations." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc115156/.

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Intraverbal behavior governs core elements of academic and intellectual behavior. These intraverbal relations can be explicitly taught when an individual is prompted to provide an appropriate response with pictures, text, or other stimuli following a verbal stimulus. It is possible that a focus on fluency of the target repertoires may lead to more conclusive data. the current study assessed the effects of precision teaching based instruction for component textual repertoires on the acquisition of intraverbal relations. Specifically, this study compared the effectiveness of two textual promptin

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Smith, Victoria Lynn. "Comparison of Acquisition Rates and Child Preference for Varying Amounts of Teacher Directedness when Teaching Intraverbals." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4774.

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The intraverbal is argued to be the most socially significant verbal operant and yet it is the least studied. Heal and Hanley (2011) suggest that different teaching strategies will lead to different rates of acquisition and child-preference with the tacting operant. This study continued this research into the realm of intraverbals, with focus on whether the embedded teaching strategy could be punishing on play or engaging in learning opportunities. The teaching strategies of discovery teaching, embedded prompting, and direct teaching were compared to see which strategy correlated with highe

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Macias, Heather A. "The Effects of an Instructional Package on the Emergence of Novel Intraverbals in Children with Autism." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404601/.

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We evaluated the effects of an instructional package on the emergence of novel intraverbals in children diagnosed with autism. Participants were two boys with a diagnosis of autism who had tact and listener repertoires for common objects and events, some intraverbal responses, and showed an ability to learn new intraverbal responses through direct instruction prior to participating in the study. Tact training, listener training, sorting training, and mixed training (listener and tact training) were conducted with each participant, with a probe to test for emergent intraverbals following each t

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14

Garcia, Marcos Roberto. "Controle instrucional do autoclítico em tarefas de formação de classes de equivalência e em sequências intraverbais." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/47/47132/tde-07012014-112909/.

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Os objetivos do presente estudo foram: 1) verificar se a formação de classes de estímulos equivalentes adquire controle instrucional sobre uma resposta não verbal do ouvinte (comportamento de se coçar); 2) verificar se após a formação de equivalência emergem sequências intraverbais entre os estímulos das classes; 3) comparar o controle instrucional sobre o ouvinte via equivalência e via sequências intraverbais e, por fim, 4) identificar se a manipulação do autoclítico tom de voz em um dos estímulos da classe altera o comportamento não verbal do ouvinte em ambas as condições (equivalência de es

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Haggar, Jennifer Lynn. "Further Evaluation of Blocked Trials to Teach Intraverbal Conditional Discriminations: Effects of Criterion-level Probes." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500030/.

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Individuals with autism often have deficient intraverbal repertoires. Previous research has found success in using a blocked trials procedure to facilitate discrimination training. A previous study (unpublished) from our laboratory extended this procedure to intraverbal training. The current study continued this line of research by exploring the outcomes of probing the criterion performance more frequently. Three children with autism, ages 7-13, participated. Eight question pairs were taught. One question was presented repeatedly until a specified number of consecutive correct responses occur

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16

Lemut, Stephanie Marie. "The Effects of a Peer-Mediated Intervention on Intraverbal Behavior of Children with Autism Spectrum Disorder." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468256438.

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17

Romano, Claudia. "A produção de variabilidade em respostas intraverbais de crianças com autismo e a seleção de respostas novas." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/16727.

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Made available in DSpace on 2016-04-29T13:17:52Z (GMT). No. of bitstreams: 1 Claudia Romano.pdf: 3878015 bytes, checksum: f94f2d954025da26e9b8cc3aba0ba7b1 (MD5) Previous issue date: 2014-02-26<br>The purpose of the present study was to test whether three different contingencies (LAGdirect reinforcement, ACO- intermittent reinforcement e EXT- extinction) could produce varied intraverbal responses to an academic question, which used to be answered in a stereotyped manner by children with a diagnosis of autism. It was also a goal to assess whether the variability taught could facilitate the sel

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18

Hirata, Jomi. "EVALUATING PRE- AND POST- FUNCTIONAL INTRAVERBAL CLASS FORMATION IN INDIVIDUALS WITH AUTISM USING THE PEAK-E CURRICULUM." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/theses/1935.

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The purpose of this study was to evaluate the efficacy of the procedures described in the PEAK-E curriculum in generating derived intraverbal categorization responses in both a vocal categorization context and written problem-solving context, replicated across three children with disabilities. Six four-member equivalence classes were taught, including three class member stimuli (A, B, and C) as well as one function class name (D), using a match-to-sample arrangement. These classes were divided into two stimulus sets (i.e., classes 1-3 and classes 4-6) and trained using pre-class (D-C training

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19

de, Souza Andresa A. "PROMOTING THE EMERGENCE OF INTRAVERBAL RESPONSES IN YOUNG ADULTS WITH INTELLECTUAL DISABILITY: VERBAL BEHAVIOR TOPOGRAPHY AND FUNCTION." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/650.

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Skinner (1957) attested that the acquisition of one type of verbal operant will not necessarily occasion the emergence of another type of verbal response topography. In contrast, several studies have shown that multiple exemplar training (MET) is a mechanism that can facilitate the emergence of untrained operants, and it has been considered a powerful tool for establishing generalized operant responses also known as derived relational responses in the language of Relational Frame Theory (RFT). Using a multiple probe design across participants, the current study evaluated the effects of two tr

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20

Tardem, Marcio Felipe. "Comparação do tempo de apresentação de dois tipos de dicas no ensino de respostas intraverbais a crianças com desenvolvimento típico." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/47/47132/tde-29012019-173347/.

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Estudar o comportamento humano é uma tarefa desafiadora pela sua complexidade e multideterminação. Dentre as relações comportamentais complexas estão as relações verbais. A Análise do Comportamento estuda tais eventos destacando as variáveis fundamentais envolvidas, analisadas pela tríplice contingência. Uma das maiores características de uma criança com atraso no desenvolvimento é o atraso ou prejuízo em aquisição ou expansão da linguagem. Nesse sentido, estudos anteriores buscaram identificar procedimentos efetivos na aquisição e expansão de operantes verbais. Dentre os procedimentos efetivo

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21

Eberhardt, Brittney Elizabeth. "Teaching Idiomatic Expressions to Children with Developmental Delays Using the PEAK Relational Training System." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/theses/2019.

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AN ABSTRACT OF THE THESIS OF BRITTNEY E. EBERHARDT, for the Master of Science degree in Behavior Analysis and Therapy, presented on August 2016, at Southern Illinois University Carbondale. TITLE: TEACHING IDIOMATIC EXPRESSIONS TO CHILDREN WITH DEVELOPMENTAL DELAYS USING THE PEAK RELATIONAL TRAINING SYSTEM MAJOR PROFESSOR: Dr. Mark R. Dixon Idiomatic expressions are commonly used phrases, which require the listener to interpret the meaning figuratively rather than literally. The purpose of this study was to expand the research in the area of stimulus equivalence to determine whether untaught sy

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White, Jane P. "Assessing the Effects of Derived Relational Responding on Intraverbal Use of Same-Opposite and More Than-Less Than Relations in Children with Autism." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5403.

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Relational Frame Theory provides an analysis of verbal behavior involving a focus on the development of relational operants which are seen as a basis for language. From this basis, a framework is provided for establishing relational networks in individuals who lack derived relational ability. Establishment of relational frames may increase the probability of responding relationally to novel instances and use of the specific relational frames during social interactions; therefore, training verbal relations in accordance with an RFT approach may enhance intraverbal responding and facilitate the

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Alves, Ana Carolina Pereira. "Mídia e construção social do conhecimento: atentados terroristas no relato de dois jornais brasileiros." Pontifícia Universidade Católica de São Paulo, 2006. https://tede2.pucsp.br/handle/handle/16776.

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Made available in DSpace on 2016-04-29T13:18:00Z (GMT). No. of bitstreams: 1 ANEXO 1 - FOTOS DAS EDICOES.zip: 94043962 bytes, checksum: e2a1541f3bcd5a9371ef4b0a8650509b (MD5) Previous issue date: 2006-05-26<br>Conselho Nacional de Desenvolvimento Científico e Tecnológico<br>O conhecimento socialmente construído tem sido um tema explorado por estudiosos das Ciências Sociais, da Psicologia, e mesmo da Análise do Comportamento. Conhecimento socialmente construído é conhecimento que um indivíduo adquire do mundo por meio de descrições fornecidas pela comunidade verbal. Tal conhecimento é compo

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"Effects of Category and Exemplar Training on Emergent Intraverbal Relations." Texas Christian University, 2010. http://etd.tcu.edu/etdfiles/available/etd-04222010-084232/.

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25

Farrell, Cesira Kathleen. "An Investigation into the Speaker-as-own-Listener Repertoire and Reverse Intraverbal Responding." Thesis, 2017. https://doi.org/10.7916/D8P279JG.

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I conducted 2 experiments investigating the relations between speaker-as-own-listener cusps and responding to bidirectional or reverse intraverbals. Speaker-as-own-listener cusps include, Naming, Say-Do Correspondence and Self-Talk Fantasy Play. During a pilot experiment, I found the source of the problem in 2 participants’ learning was their deficient speaker-as-own-listener repertoires. Although both participants in the pilot study had the Full Naming capability in repertoire, they lacked Say-Do and Self-Talk. Following a Self-Talk Immersion intervention, Say-Do was induced for both partici

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Chen, Chih-Liang, and 陳志良. "Comparing the Effects of Tact Prompts and Echoic Prompts for Teaching Intraverbal Behaviors in Preschoolers with Autism Spectrum Disorder." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/51468952408057971697.

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碩士<br>臺北市立大學<br>語言治療碩士學位學程<br>103<br>The purpose of this study is to compare the effect of two prompting strategies (Tact prompt and echoic prompt) to teach intraverbal behaviors to one preschooler (3y8m) with autism spectrum disorder. Adapted alternating treatment design was adopted to compare two prompting strategies. The independent variable is prompting strategies and dependent variable is the immediate, generalization and maintenance effect to intraverbal behavior. Results as follows: 1.Both tact prompt and echoic prompt is effective to teach intraverbal behavior to the subject 2.No diff

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