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Journal articles on the topic 'Intraverbales'

Author: Grafiati

Published: 7 June 2025

Last updated: 16 July 2025

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1

Maldonado, Miguel A., Cívico Francisco Alós, and García Amapola Povedano. "Influence of Verbal Behavior Training on Performance for Sustainable Development in Childhood and Early Adolescence." Sustainability 12 (January 11, 2025): 5140. https://doi.org/10.5281/zenodo.14591761.

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The effective teaching of language is an aspect of special relevance regarding the good adjustment of children in contexts such as school, family, or community. This article performs an experimental procedure to check which language teaching methodology is most e ective in a sample of children. The objective was to analyze the influence of training, Condition 1 (pure tacts more intraverbal) or Condition 2 (pure tacts more impure tacts), on emergence of two tests involving impure tacts (AB-C, AB-D) and four new complex intraverbals (BC-D, BD-C) for each of two sets of stimuli (Set 1 and Set 2).

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Maldonado, Miguel A., Marín José Andrés Lorca, Ramirez Maria Sheila Velo, and Cívico Francisco Alós. "Differential effect of training impure tacts versus pure tacts plus intraverbal on the emergence of new verbal operants: A conceptual and methodological study." Learning & Behavior 52 (January 12, 2025): 339–51. https://doi.org/10.3758/s13420-024-00636-1.

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The aim of this research was to test the effect of training impure tact versus pure tact and intraverbals on the emergence of new verbal operants (impure tacts), thus establishing a conceptual and methodological differentiation on these operants. This was done by varying the training order of intraverbal or impure tact to analyze and confirm whether or not impure tact is the mere sum of pure tact plus intraverbal and therefore has different functions and consequences in learning. An experiment was conducted with 30 participants randomly assigned to three groups. In Group 1,

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Lee, Gabrielle T., Xiaoyi Hu, Yanhong Liu, et al. "Increasing Response Diversity to Intraverbals in Children with Autism Spectrum Disorder." Journal of Autism and Developmental Disorders 50, no. 1 (2019): 292–307. http://dx.doi.org/10.1007/s10803-019-04250-3.

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Abstract The purpose of this study was to evaluate the effects of intraverbal prompts on response diversity and novelty in intraverbals posed to children with autism spectrum disorder (ASD). The intraverbal prompts involving function, feature, and class (FFC) of an item were used in the training of three questions requiring multiple responses. Two Chinese boys with ASD (aged 5–6 years) served as participants. A multiple-probe across three behaviors design was employed. The results indicated that the intraverbal prompts effectively increased the number of divergent responses to all three questi

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Ntiranyibagira, Constantin, and Alice Rwamo. "L'insécurité linguistique chez les locuteurs du kirundi." Revista Odisseia 4, no. 2 (2019): 1–15. http://dx.doi.org/10.21680/1983-2435.2019v4n2id17851.

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Dans cet article, nous analysons, à l’aide de la méthode qualitative et sur base des alternances intranominales et intraverbales, les effets linguistiques et sociolinguistiques de l’insécurité linguistique (en français, en kiswahili, et en anglais) chez les locuteurs du kirundi (langue Bantu synthétique à tons et à quantité vocalique appartenant au Groupe D. 62 de la Zone centrale). Les données ont été recueillies dans les trois communes que compte la ville de Bujumbura, capitale du Burundi (Ntahangwa, Mukaza, Muha). Il s’agit d’un corpus constitué de dix (10) sortes de conversations, enregist

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Garcia, Rafael Vilas Boas, Marina Zavitoski, and Nassim Chamel Elias. "Avaliação intraverbal em pessoas com deficiência intelectual, autismo e desenvolvimento típico." ACTA COMPORTAMENTALIA 26, no. 2 (2018): 233–47. http://dx.doi.org/10.32870/ac.v26i2.65041.

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Pessoas com Deficiência Intelectual (DI) ou com Transtorno do Espectro do Autismo (TEA), muitas vezes apresentam dificuldades na aquisição de linguagem, incluindo o repertório intraverbal. Este déficit pode estar relacionado aos antecedentes verbais que, na maioria das relações intraverbais, envolve discriminações condicionais verbais, em que uma resposta está sob controle de dois ou mais estímulos verbais. O presente estudo teve como objetivo investigar o repertório intraverbal de indivíduos com DI, TEA e desenvolvimento típico. Foi realizada a tradução e a aplicação de um protocolo de teste

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6

Pervushina, O. N., A. N. Trubitsyna, N. G. Kondratyeva, and E. N. Pliskovskaya. "Effectiveness of Prompts in Developing the Skill of Answering Questions in Children with Autism Spectrum Disorder." Психологическая наука и образование 21, no. 3 (2016): 85–96. http://dx.doi.org/10.17759/pse.2016210310.

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Intraverbal operant (i.e. intraverbal behavior) in B.F. Skinner’s concept is a class of verbal reactions that includes understanding what is read, holding conversations and answering questions, and also thoughts and memories. Intraverbals are the foundation for learning simple communications, developing academic skills and acquiring professional ones. Many persons with autism spectrum disorder experience considerable difficulties with intraverbal behavior, and there still is no technique that could teach them how to use it fully and functionally. This research on the effectiveness of various t

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7

Pérez-González, Luis Antonio. "DISCRIMINATIVE PROCESSES INVOLVED IN REASONING: EMERGENCE OF INTRAVERBALS." CONDUCTUAL 8, no. 2 (2020): 78–107. http://dx.doi.org/10.59792/nnnh4044.

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Intraverbal emergence has been broadly studied. The aim of this paper was analyzing discriminative and related processes involved in that emergence. The variables and results of all known articles that demonstrated emergence were analyzed by comparing the discriminative and related procedures used by the researchers and the emergence outcomes. Discriminative processes involved in learning simple and conditional discriminations, the correlation between stimuli to establish stimulus-stimulus relations, the previous acquisition of the responses of the emergent intraverbals, the previous history w

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Belloso-Díaz, Carlota, and Luis Antonio Pérez-González. "Emergence of Symmetrical Intraverbals Facilitated by Learning Skills With the Intraverbal Responses." Psychological Record 66, no. 2 (2016): 269–81. http://dx.doi.org/10.1007/s40732-016-0169-0.

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9

Maldonado, Miguel A., Francisco J. Alós, and Amapola Povedano-Díaz. "Influence of Verbal Behavior Training on Performance for Sustainable Development in Childhood and Early Adolescence." Sustainability 12, no. 12 (2020): 5140. http://dx.doi.org/10.3390/su12125140.

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Abstract:

The effective teaching of language is an aspect of special relevance regarding the good adjustment of children in contexts such as school, family, or community. This article performs an experimental procedure to check which language teaching methodology is most effective in a sample of children. The objective was to analyze the influence of training, Condition 1 (pure tacts more intraverbal) or Condition 2 (pure tacts more impure tacts), on emergence of two tests involving impure tacts (AB-C, AB-D) and four new complex intraverbals (BC-D, BD-C) for each of two sets of stimuli (Set 1 and Set 2)

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10

Moraes, Priscilla Terumi, and Cláudia Stefânia Figueiredo Neves Coimbra. "Emergência de intraverbais a partir do treino de tatos com Precision Teaching." Perspectivas em Análise do Comportamento 11, no. 2 (2020): 258–69. http://dx.doi.org/10.18761/pac.2020.v11.n2.10.

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 Indivíduos com TEA (Transtorno do Espectro do Autismo) podem apresentar dificuldades de comunicação, tais como déficits na emissão de intraverbais durante interação social. Ao longo dos anos, pesquisadores vêm testando diversos procedimentos para o ensino desta habilidade (Kodak, Fuchtman e Paden (2012); McMorrow, Foxx, Faw, e Bittle (1987); Cihon, White, Zimmerman, Gesick, Stordahl & Eshleman (2017)). Este trabalho objetivou avaliar se o ensino de tatos tematicamente relacionados a níveis fluentes poderia resultar na emergência de intraverbais. Utilizou-se delineamento de linha de

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Dickes, Nitasha R., and Tiffany Kodak. "Evaluating the Emergence of Reverse Intraverbals Following Intraverbal Training in Young Children with Autism Spectrum Disorder." Behavioral Interventions 30, no. 3 (2015): 169–90. http://dx.doi.org/10.1002/bin.1412.

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Silva, Karina, Christian Vichi, and Leonardo Sampaio. "Treino de Operantes Verbais no Ensino de Vocabulário em uma Segunda Língua: Revisão Sistemática de Estudos Experimentais." Revista Brasileira de Terapia Comportamental e Cognitiva 23 (September 28, 2021): 1–15. http://dx.doi.org/10.31505/rbtcc.v23i1.1574.

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Esta revisão sistemática compilou os resultados de experimentos que avaliaram o treino de operantes verbais na aquisição de vocabulário em um segundo idioma. Foram consultadas as bases de dados Medline Complete, Pubmed, PsycINFO e Web of Science, no dia 07 de janeiro de 2021, sem delimitação de ano de publicação. As palavras-chave utilizadas foram: “verbal operant*”, “mand”, “tact”, “intraverbal”, “echoic”, “textual behavior”, “taking dictation”, “dictation-taking”, “autoclitic”, “second language", "foreign language", "bilingualism" e "bilingual". Foram incluídos 18 artigos, totalizando na aná

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Matos, Daniel Carvalho de, and Creuziana Xavier de Araújo. "Comparação entre Três Procedimentos de Ensino de Recontar Histórias e Responder Perguntas." Perspectivas em Análise do Comportamento 13, no. 2 (2022): 169–83. http://dx.doi.org/10.18761/paca6sd4l.

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Recontar histórias lidas previamente (um tipo de intraverbal) representa demanda acadêmica comum no contexto escolar regular e familiar. Esse repertório pode ser desafiador para crianças com transtorno do espectro autista (TEA), que apresentam dificuldade na aquisição de intraverbais e de interação com seus pares. O objetivo foi comparar a eficiência de três procedimentos (encadeamento para frente - FCP; encadeamento de trás para frente - BCP; esvanecimento de roteiro - SFP) no estabelecimento de intraverbais na forma de recontar histórias curtas em criança com TEA de 6 anos. Cada história c

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Pérez-González, Luis Antonio, Carlota Belloso-Díaz, María Caramés-Méndez, and Benigno Alonso-Álvarez. "Emergence of Complex Intraverbals Determined by Simpler Intraverbals." Psychological Record 64, no. 3 (2014): 509–26. http://dx.doi.org/10.1007/s40732-014-0047-6.

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Feng, Hua, Wan-Chi Chou, and Gabrielle T. Lee. "Effects of Tact Prompts on Acquisition and Maintenance of Divergent Intraverbal Responses by a Child With Autism." Focus on Autism and Other Developmental Disabilities 32, no. 2 (2015): 133–41. http://dx.doi.org/10.1177/1088357615610540.

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This study investigated the effects of tact prompts on the acquisition and retention of divergent intraverbal responding to categorical questions involving conditional discriminations. A 6-year-old boy with autism participated in the study. A multiple probe design across behaviors was used. A tact-prompt procedure was implemented. The results suggested that the tact-prompt procedure was effective to establish and increase the number of divergent intraverbal responses to questions across two categories. The child spontaneously emitted novel responses during training and generalization probe ses

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Matos, Daniel Carvalho de, Neylla Cristina Pereira Cordeiro, Bruna Pereira Mendes, et al. "Efficiency of expressive and receptive language teaching in children with autism spectrum disorder." Research, Society and Development 9, no. 8 (2020): e104985268. http://dx.doi.org/10.33448/rsd-v9i8.5268.

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Research in Applied Behavior Analysis (ABA) investigated the efficiency of receptive and expressive language interventions in learners with Autism Spectrum Disorder (ASD). Listener responding by function, feature and class (LRFFC) and intraverbal (FFC) are some types of receptive and expressive language, respectively, which were targets in investigations. The previous literature demonstrated experimentally that teaching intraverbal first is more efficient, in the sense that it produced a better emergence effect of related untaught LRFFC in children with ASD, contrary to the recommendation by a

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17

Palmer, David C. "On Intraverbal Control and the Definition of the Intraverbal." Analysis of Verbal Behavior 32, no. 2 (2016): 96–106. http://dx.doi.org/10.1007/s40616-016-0061-7.

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18

David de Oliveira, Sabrina, and Nassim Chamel Elias. "Emergência de intraverbais com crianças autistas após ensino de relações de ouvinte." ACTA COMPORTAMENTALIA 28, no. 1 (2020): 37–51. http://dx.doi.org/10.32870/ac.v28i1.75187.

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In general, the lower the development of intraverbal behaviors, commonly used in conversational interactions, the greater the impairment in the acquisition of academic and social skills. Children with Autism Spectrum Disorder (ASD) often achieve simple intraverbal behavior development but fail to achieve complex intraverbal learning. For example, a child with ASD may respond to “What is your name?”, but may struggle to respond to “What animal has a long neck?”. This latter example is called in the literature verbal conditional discrimination, because the individual has to respond vocally under

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De Matos, Daniel Carvalho, Creuziana Xavier De Araújo, and Katiane Reis Da Silva. "Ensino de Tatos, Respostas de Ouvinte e Efeitos sobre Intraverbais em Autistas." Revista Brasileira de Terapia Comportamental e Cognitiva 20, no. 4 (2019): 8–26. http://dx.doi.org/10.31505/rbtcc.v20i4.1075.

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Efeitos de metodologias de intervenção em Análise do Comportamento são investigados sobre a aprendizagemde intraverbais, que costumam ser deficientes em crianças autistas. O objetivo desta pesquisa foi medir efeitosdo ensino de repertórios de tato e ouvinte, organizado em dois diferentes pacotes de intervenções para duasduplas de crianças autistas, sobre a emergência de intraverbais de relatar membros de categorias. Para duascrianças da condição tato, foi implementado o ensino de tatos simples, tatos simples com feedback instrutivoe tatos de categorias; para duas crianças da condição ouvinte,

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20

Belloso-Díaz, Carlota, and Luis Antonio Pérez-González. "Effect of Learning Tacts or Tacts and Intraverbals on the Emergence of Intraverbals About Verbal Categorization." Psychological Record 65, no. 4 (2015): 749–60. http://dx.doi.org/10.1007/s40732-015-0145-0.

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Pérez-González, Luis Antonio, Judith Salameh, and Lorena García-Asenjo. "Emergence of intraverbals with categories as responses after learning intraverbals with elements in reverse stimulus-response functions." European Journal of Behavior Analysis 19, no. 1 (2018): 72–89. http://dx.doi.org/10.1080/15021149.2018.1465755.

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Cho, Munjin, and Hyesuk LeePark. "A Study on Effects of Multiple Exemplar Instruction on Derived Intraverbal Responses within Stimuli Equivalence in children with Autism spectrum disorder." Journal of Behavior Analysis and Support 10, no. 2 (2023): 1–27. http://dx.doi.org/10.22874/kaba.2023.10.2.1.

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This study was to investigate effects of the Multiple Examplar Instruction(MEI) on untaught tact as Naming and untaught Intraverbal using stimuli within equivalent relations. 4 and 5 year old children with Autism Spectrum Disorder participated in the study. A multiple baselines across participants with multiple probes design was used. Direct instruction on part of possible stimulus-response relations with the stimulus equivalence relations were delivered in order to establish reinforcement history within that relations. Probe for untaught stimulus-response within the stimulus equivalence relat

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Back, Ji-Mi. "Effects of Multiple Exemplar Instruction(MEI) Using Digital Media on Naming of Children with Developmental Disabilities." Korean Association for Behavior Analysis 12, no. 1 (2025): 175–96. https://doi.org/10.22874/kaba.2025.12.1.9.

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In this study, the effect of Multiple Exemplar Instruction (MEI) using digital media on the naming of children with developmental disabilities was examined. The subjects of this study were three children with developmental disabilities aged 5 to 6 who were diagnosed and found with autism spectrum disorder or intellectual disability. A multiple probe across participants design was applied to the study, and the MEI intervention was delayed for each child. Before entering the intervention, three study subjects were individually identified through a preliminary experimental toolset to identify obj

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Lee, Gabrielle T., Wan-Chi Chou, and Hua Feng. "Using intraverbal prompts to increase divergent intraverbal responses by a child with autism." Behavioral Interventions 32, no. 4 (2017): 434–44. http://dx.doi.org/10.1002/bin.1496.

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Miguel, Caio F. "Common and Intraverbal Bidirectional Naming." Analysis of Verbal Behavior 32, no. 2 (2016): 125–38. http://dx.doi.org/10.1007/s40616-016-0066-2.

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Silva, Elaine de Carvalho, Luiza Magalhães Caixeta, and Nassim Chamel Elias. "Emergência de respostas de ouvinte após ensino de intraverbais em um menino com Autismo." Perspectivas em Análise do Comportamento 11, no. 2 (2020): 152–61. http://dx.doi.org/10.18761/pac.2020.v11.n2.03.

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 A literatura tem indicado que intervenções que utilizam os princípios da Análise do Comportamento Aplicada têm produzido resultados promissores para solucionar questões referentes aos déficits nas habilidades de linguagens apresentados por crianças com Transtorno do Espectro Autista (TEA). Considerando que as dificuldades de comunicação prejudicam a qualidade de vida destas crianças, justifica-se o ensino de repertórios de falante (linguagem expressiva) e de ouvinte (linguagem receptiva). Visto que estes repertórios são funcionalmente independentes, o presente estudo utilizou procedimen

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Sergienko, A. I., and A. N. Lukina. "Development of Intraverbal Communication Skills in Communication Groups for Children of Primary School Age with Autism Spectrum Disorders." Autism and Developmental Disorders 20, no. 3 (2022): 46–52. http://dx.doi.org/10.17759/autdd.2022200305.

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The development of intraverbal communication skills in children with autism spectrum disorder (ASD) is usually associated with significant difficulties in the acquiring of communicative roles. Based on the experience of practical work, the author’s method «Whirligig of Questions» was developed. The approbation of the method was carried out on a group of 11-years old children (n=8) having ASD, without significant intellectual disorders. The research used case-study design, the example of a child who recently joined the class is given in the present article. The main goal was to develop the skil

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Pervushina, O. N., A. N. Trubitsyna, N. G. Kondratyeva, and E. N. Pliskovskaya. "Promoting Speech Development in Children with Autism Spectrum Disorder: A Case-Study." Психологическая наука и образование 21, no. 3 (2016): 67–76. http://dx.doi.org/10.17759/pse.2016210308.

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The paper describes a series of behavioral interventions carried out by the staff of the interdisciplinary Center of Applied Behavioral Analysis of the Novosibirsk State University and aimed at teaching verbal operants to children with autism spectrum disorder (ASD). The paper analyzes how the children acquire verbal behaviors of mands (demands), echoics (imitations), tacts (naming or labelling) and intraverbals (conversations), as well as provides descriptions of trainings.

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Partington, James W., and Jon S. Bailey. "Teaching intraverbal behavior to preschool children." Analysis of Verbal Behavior 11, no. 1 (1993): 9–18. http://dx.doi.org/10.1007/bf03392883.

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Pérez-González, Luis Antonio, Katia Herszlikowicz, and Gladys Williams. "Stimulus Relations Analysis and the Emergence of Novel Intraverbals." Psychological Record 58, no. 1 (2008): 95–129. http://dx.doi.org/10.1007/bf03395605.

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Cengher, Mirela, and Daniel M. Fienup. "Presession attention affects the acquisition of tacts and intraverbals." Journal of Applied Behavior Analysis 53, no. 3 (2019): 1742–67. http://dx.doi.org/10.1002/jaba.657.

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32

Lim, Misun, Seonhye Kim, and Hyesuk LeePark. "Effects of Listener Response Training on Emergent Listener and Intraverbal Responding using Stimuli within Equivalent Relations." Journal of Behavior Analysis and Support 8, no. 1 (2021): 43–60. http://dx.doi.org/10.22874/kaba.2021.8.1.43.

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The purpose of this study was to examine effects of listener training on emergent selection as listener responses and intraverbal as speaker responses using stimuli within equivalent relations. Two 4 to 5 year old children with developmental disabilites participated in the study. A multiple baseline across participants with multiple probes design was used. Stimulus classes used were vocal stimuli of names of occupations, A; visual stimuli representing the occupations, B; vocal stimuli describing functions of the occupations, C; and visual stimuli depicting functions of the occupation, D. Liste

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Karetnikova, E. V. "Communication without Barriers: Development of Intraverbal Skills in Adolescents with ASD in Group Sessions." Autism and Developmental Disorders 22, no. 2 (2024): 52–60. http://dx.doi.org/10.17759/autdd.2024220206.

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<p style="text-align: justify;"><strong>Objectives. </strong>People with autism spectrum disorder (ASD) have poor intraverbal skills, which makes communication especially difficult for them because they appear disinterested in communication if they lack these skills. In a group of adolescents with ASD, work was carried out to study the level of development of intelligence and adaptive skills in order to develop a comprehensive program for the development of intraverbal skills for further socialization and increased independence. The work was carried out in three stages: asses

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Watkins, Cathy L., Lova Pack-Teixeira, and Jane S. Howard. "Teaching intraverbal behavior to severely retarded children." Analysis of Verbal Behavior 7, no. 1 (1989): 69–81. http://dx.doi.org/10.1007/bf03392838.

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35

Goldsmith, Tina R., Linda A. LeBlanc, and Rachael A. Sautter. "Teaching intraverbal behavior to children with autism." Research in Autism Spectrum Disorders 1, no. 1 (2007): 1–13. http://dx.doi.org/10.1016/j.rasd.2006.07.001.

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DeBaryshe, Barbara D., and Grover J. Whitehurst. "Intraverbal acquisition of semantic concepts by preschoolers." Journal of Experimental Child Psychology 42, no. 2 (1986): 169–86. http://dx.doi.org/10.1016/0022-0965(86)90021-4.

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37

Aguirre, Angelica A., Amber L. Valentino, and Linda A. LeBlanc. "Empirical Investigations of the Intraverbal: 2005–2015." Analysis of Verbal Behavior 32, no. 2 (2016): 139–53. http://dx.doi.org/10.1007/s40616-016-0064-4.

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Sundberg, Mark L. "Verbal Stimulus Control and the Intraverbal Relation." Analysis of Verbal Behavior 32, no. 2 (2016): 107–24. http://dx.doi.org/10.1007/s40616-016-0065-3.

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Carnerero, José Julio, and Luis Antonio Pérez-González. "Emergence of Naming Relations and Intraverbals After Auditory Stimulus Pairing." Psychological Record 65, no. 3 (2015): 509–22. http://dx.doi.org/10.1007/s40732-015-0127-2.

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Allan, Alicia C., Jason C. Vladescu, April N. Kisamore, Sharon A. Reeve, and Tina M. Sidener. "Evaluating the Emergence of Reverse Intraverbals in Children with Autism." Analysis of Verbal Behavior 31, no. 1 (2014): 59–75. http://dx.doi.org/10.1007/s40616-014-0025-8.

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DeSouza, Andresa A., Wayne W. Fisher, and Nicole M. Rodriguez. "Facilitating the emergence of convergent intraverbals in children with autism." Journal of Applied Behavior Analysis 52, no. 1 (2018): 28–49. http://dx.doi.org/10.1002/jaba.520.

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Carp, Charlotte L., and Anna Ingeborg Petursdottir. "Intraverbal naming and equivalence class formation in children." Journal of the Experimental Analysis of Behavior 104, no. 3 (2015): 223–40. http://dx.doi.org/10.1002/jeab.183.

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Ma, Monica L., Caio F. Miguel, and Adrienne M. Jennings. "Training intraverbal naming to establish equivalence class performances." Journal of the Experimental Analysis of Behavior 105, no. 3 (2016): 409–26. http://dx.doi.org/10.1002/jeab.203.

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Alzrayer, Nouf M. "The Impact of an Intraverbal Webbing Procedure on the Emergence of Advanced Intraverbal Skills in Children with Autism Spectrum Disorder." Behavior Analysis in Practice 13, no. 4 (2020): 914–23. http://dx.doi.org/10.1007/s40617-020-00410-5.

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Kania, Yuni Rusita, and Damri Damri. "Efektivitas Pendekatan ABA/VB dalam Meningkatkan Kemampuan Bahasa Ekspresif (Intraverbal) Anak Autisme di SDIK Makkah." PAKAR Pendidikan 17, no. 2 (2019): 81–93. http://dx.doi.org/10.24036/pakar.v17i2.121.

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This study aims to explain the effectiveness of the ABA / VB approach in improving expressive (intraverbal) language skills of autism children in SDIK Makkah. The subject in this study was a girl with the initials B who was 8 years old, and was diagnosed with autism. The method used in this study was Single Subject Research (SSR) with A-B-A design for 16 sessions with a single subject. The initial baseline phase (A1), namely the condition of the child before being treated consists of 4 sessions, the intervention phase (B) is the phase where the child is treated consists of 8 sessions and the s

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Evandro Monteiro Martins, Tatiana, and Romariz da Silva Barros. "Correção de erros com tentativas distratoras no ensino de crianças com TEA." ACTA COMPORTAMENTALIA 28, no. 3 (2020): 301–19. http://dx.doi.org/10.32870/ac.v28i3.76765.

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Abstract:

A prática atual sobre correção de erros na intervenção analítico-comportamental ao Transtorno do Espectro Autista (TEA) é apenas parcialmente baseada em evidências empíricas sob condições experimentais controladas. A eficiência da inserção de tentativa distratora, por exemplo, ainda não está clara. O presente estudo experimental teve como objetivo investigar os efeitos da tentativa distratora durante o procedimento de correção de erros no ensino do repertório de tato, de ouvinte seleção e de intraverbal para três crianças diagnosticadas com TEA. Os efeitos da implementação da intervenção progr

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Ingvarsson, Einar T., and Tatia Hollobaugh. "A COMPARISON OF PROMPTING TACTICS TO ESTABLISH INTRAVERBALS IN CHILDREN WITH AUTISM." Journal of Applied Behavior Analysis 44, no. 3 (2011): 659–64. http://dx.doi.org/10.1901/jaba.2011.44-659.

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Sturmey, Peter. "Children with autism can acquire intraverbals, but maintenance and generalization are poor1." Evidence-Based Communication Assessment and Intervention 2, no. 1 (2008): 29–30. http://dx.doi.org/10.1080/17489530801936931.

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Kisamore, April N., Amanda M. Karsten, and Charlotte C. Mann. "Teaching multiply controlled intraverbals to children and adolescents with autism spectrum disorders." Journal of Applied Behavior Analysis 49, no. 4 (2016): 826–47. http://dx.doi.org/10.1002/jaba.344.

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Sautter, Rachael A., Linda A. LeBlanc, Allison A. Jay, Tina R. Goldsmith, and James E. Carr. "THE ROLE OF PROBLEM SOLVING IN COMPLEX INTRAVERBAL REPERTOIRES." Journal of Applied Behavior Analysis 44, no. 2 (2011): 227–44. http://dx.doi.org/10.1901/jaba.2011.44-227.

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