Document Type

Dissertation

College

College of Arts and Sciences

Department

Psychology

Degree

PhD in Behavior Analysis

Dissertation Defense Date

2013

First Committee Member

Karsten, Amanda M.

Second Committee Member

Hanley, Gregory P.

Third Committee Member

Palmer, David C.

Additional Committee Member(s)

Axe, Judah B.

Abstract

"Reciprocal conversations, instructional activities, and other social interactions are replete with advanced intraverbal behavior, many instances of which involve conditional discriminations (Axe, 2008; Sundberg & Sundberg, 2011). Past research offers little guidance for teaching intraverbal conditional discriminations to people with autism spectrum disorders (ASD); however, conditional discriminations have been examined extensively in the literature on stimulus equivalence and match-to-sample (MTS) performance (Green, 2001). Thus, further research is warranted on (1) the extent to which a trial-and-error teaching package for establishing advanced intraverbals (Braam and Poling, 1983) is effective with children with autism and (2) whether strategies from the conditional discrimination-MTS literature might be relevant for establishing intraverbal conditional discriminations with people who do not succeed under standard (i.e., trial-and-error) teaching conditions. The purpose of this investigation was to evaluate the effects of trial-and-error teaching, a differential observing response (DOR) requirement, a DOR plus trial-blocking procedure, and errorless teaching on acquisition of intraverbals."

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