CHDS State/Local / This thesis will briefly explore the questions surrounding why prevention has typically not been incorporated into homeland security exercises and strives to document and demonstrate that prevention can be exercised. It will look at various prevention strategies, most notably, "All-Crimes," Information Sharing, Private Sector Security, Attack Trees, Red-Teaming, and Behavioral Analysis, to determine how these prevention-related tools can be integrated into exercise design and conduct. These tools can be used in exercises individually or in groups. They are, however, not the end-state, as other tools undoubtedly exist. Prevention as a science and a skill is still in its infancy; with additional research, analysis, and practice, maturity will come. This thesis also endeavors to provide a road map for agencies desiring to understand and exercise prevention activities. Understanding that prevention can be practiced and exercised through the use of certain tools is one significant step in having the guidance necessary to begin a prevention exercise, or better, a complete prevention exercise program. Agencies using these tools, working within the Homeland Security Exercise and Evaluation Program (HSEEP) Guidelines, and using technical expertise available from local, national, and federal subject-matter experts, should have that road map. / Captain, Seattle Police Department

Jealousy is a response to a situation in which a person feels a combination of different emotions, such as love, anger, sadness and fear when an affectionate interaction is happening between a loved one and someone else. This paper discusses the definition and onset of infant jealousy, the physiological basis of jealousy, whether maternal factors play a role, as well as studies on jealousy and EEG patterns. It has been argued that infants, as young as six-months-old display jealous-like behaviors. During jealousy evocation conditions, infants demonstrate negative emotions such as protesting or crying, diminished distancing, and heightened gaze toward their mother during maternal inattention. Approach/withdrawal behaviors and electroencephalography (EEG) activation were studied in the context of an infant jealousy paradigm. In this investigation, 45 mother-infants dyads were exposed to a social versus non-social condition during maternal inattention. During the social condition, infants demonstrated increased approach-style gaze and reach and negative affect. EEG was collected during all conditions on a subsample of 15 infants and in agreement with adult jealousy literature (Harmon-Jones, Peterson, & Harris, 2009), infants displayed left midfrontal EEG asymmetry, and displayed more approach motivations during the social doll condition indicative of jealousy approach motivations. / by Alexis K. Blau. / Thesis (M.A.)--Florida Atlantic University, 2010. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2010. Mode of access: World Wide Web.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-04-16T12:57:21Z No. of bitstreams: 1 Alice Passos Tufolo.pdf: 923830 bytes, checksum: 0611f9f9c813da626b8265f75c0c690b (MD5) / Made available in DSpace on 2018-04-16T12:57:21Z (GMT). No. of bitstreams: 1 Alice Passos Tufolo.pdf: 923830 bytes, checksum: 0611f9f9c813da626b8265f75c0c690b (MD5) Previous issue date: 2018-03-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / For 30 years, stereotyped behavior has been studied by behavior analysts. However, the consensus is that an optimum intervention has no been identified yet. Taking that into consideration, the present study intended to assess: a) how stereotyped behavior has been described in the literature; b) possible causes for stereotypy; c) successful interventions in the field; and d) critically appraise those interventions. To achieve these goals, a review was conducted, crossing seven search terma across four databases. In total, 31 studies were selected. All of these studies, had the aim to reduce the frequency of stereotyped responses. Results analysis showed that: 1) there’s no consensus in regard to the definition of stereotyped behavior; 2) there’s also no consensus in regard to the best way to intervene in stereotyped behaviors; 3) analysed studies show little consistency with regard to the conducting functional analysis, and often interventions are designed without a base on the behavior function; 4) no study conducted all of the following: generalization, follow up and social validity appraisal and; 5) most procedures utilized aversive techniques in their interventions. As such, we note a need to better define study objects, experimental control in such studies and the relation between applied research and subsequente intervention / O comportamento estereotipado em indivíduos autistas tem sido estudado por analistas do comportamento há 30 anos. No entanto, há um consenso de que ainda não foi encontrado o melhor modo de se intervir neste tipo de comportamento. Diante desta questão, o presente trabalho pretendeu: a) ter acesso a como os autores vêm definindo o comportamento estereotipado; b) ter acesso a quais as possíveis causas da estereotipia segundo esses autores; c) fazer um levantamento de quais são as intervenções exitosas nessa área; d) analisar de forma crítica as intervenções realizadas até então. Para isso, foi realizada uma revisão de literatura em quatro bancos de dados com o cruzamento de sete palavras-chave. Foram selecionados 31 trabalhos para análise, todos tendo em seu objetivo a redução de respostas-alvo estereotipadas. A análise dos resultados demonstram que: 1) Não há um consenso quanto à definição do comportamento estereotipado; 2) Não há um consenso quanto à melhor forma de se intervir em um comportamento estereotipado; 3) Não há consistência dos estudos em relação à realização de análise funcional e, muitas vezes, a intervenção não é baseada na função do comportamento; 4) Nenhum estudo realizou ao mesmo tempo generalização entre pessoas e espaço, follow-up e validade social; 5) A maioria dos procedimentos se utilizaram de técnicas punitivas para intervir no comportamento. Com isso, é visto a necessidade de melhor definição do objeto de estudo, controle experimental e pesquisa aplicada em relação a formas de se intervir

A depressão, tal como compreendida pela Análise Experimental do Comportamento têm sido relacionada a taxa de reforço, operações estabelecedoras e sensibilidade a reforçadores positivos. O modelo biocomportamental de reforço tem implicado o envolvimento do sistema dopaminérgico (DA) no processo de reforço. Têm-se demonstrado, também, a influência de agentes DA sobre a eficácia de reforçadores condicionados. Por fim uma série de pesquisas sugerem a importância desse sistema na depressão e no mecanismo de ação de antidepressivos, embora sua ação primária seja sobre o sistema serotonérgico. O objetivo deste estudo foi investigar os efeitos do antidepressivo fluoxetina (FLX), um inibidor seletivo de recaptação de serotonina, sobre a eficácia de reforçadores condicionados em ratos. No Experimento 1 validou-se o procedimento de Reforço Condicionado (RC) chegando-se ao procedimento final: 1) Pré-exposição - eram medidas respostas de pressão a duas barras uma que produzia o estímulo LA (luzes de estímulo apagadas) e outra o estímulo TOM (campainha); 2) Condicionamento –o estímulo LA era pareado com alimento; e 3) Teste – igual à Pré-exposição. No Experimento 2 investigou-se o efeito do tratamento crônico com FLX (1,25, 2,50 e 5,00 mg/kg) e da exposição prolongada à privação de alimentos sobre o modelo de RC. Os resultados sugerem que a FLX não influencia diretamente a eficácia de reforçadores. Tampouco a privação de alimentos parece interagir com o tratamento. Sugere-se, no entanto, que a exposição a estressores crônicos poderia influenciar a eficácia de reforçadores condicionados, interagindo com o tratamento. / Depression, as seen by the Experimental Analysis of Behavior, has been related to reinforcement rate, establishing operations and decreased sensitivity to positive reinforcers. The biobehavioral approach to reinforcement has implicated the dopaminergic system (DA), in the neural basis of reinforcement. Also DA agents have been demonstrated to change the effectiveness of conditioned reinforcers. Finally, it has been suggested that the DA system plays an important role on depression and on antidepressant drugs action. The present study was aimed at investigating the effects of the antidepressant drug fluoxetine (FLX), a selective serotonin reuptake inhibitor, on the effectiveness of conditioned reinforcers. Experiment 1 validated the Conditioned Reinforcement (CR) procedure. The final procedure was: 1) Pre-exposure - 5 sessions in which presses on two levers were registered, each lever led to presentation of one out of two neutral stimuli (LO and TONE); 2) Conditioning – 4 sessions in which LO was paired with food pellets; e 3) Test – 2 sessions in which the procedure was the same as Pre-exposure. Experiment 2 investigated the effects of chronic fluoxetine and prolonged food deprivation on the effectiveness of CR. Results indicate that FLX does not directly influence CR effectiveness. Nor does prolonged deprivation appear to interact with treatment. It is suggested, however, that chronic exposure to mild stressors might alter the effectiveness of CR, interacting with antidepressant treatment.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-09-28T12:41:31Z No. of bitstreams: 1 Vitória Grídvia Bandeira.pdf: 1168436 bytes, checksum: b67df8a00857f7bdf92b37f61a078125 (MD5) / Made available in DSpace on 2017-09-28T12:41:31Z (GMT). No. of bitstreams: 1 Vitória Grídvia Bandeira.pdf: 1168436 bytes, checksum: b67df8a00857f7bdf92b37f61a078125 (MD5) Previous issue date: 2017-09-15 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / The present study presents a systematic review from the behavior analytic literature for schizophrenia treatment between 1960 to 2016. There were used these following data base: PsycINFO, Science Direct, PubMed, Lilacs, Pepsic, Banco Digital de Teses e Dissertações and were used these scientific journals: Revista Brasileira de Análise do Comportamento, Comportamento em Foco and Sobre Comportamento e Cognição. The sample were composed of 46 studies, in majority, adopted behavioral deficit/excess as a participant selection criteria. There was found a diminish in foreign publications and a concentration in non published national studies. Interventions, in majority, had a duration between 1 to 3 mouths, used male subjects and were conducted by the experimenters. Overall, the studies target one class responses, which were directly observed. Few reviewed studies involved staff training, generalization planning and evaluation and following measures. It was found that more recent studies had used experimental manipulations to test variables controlling behavior problems and doing interventions in alternative environments others than psychiatry hospitals. As the years gone by, there was a diminish in the use of aversive consequences and in the tangible consequences exclusive programming and there was a raise for the use of social consequences. It’s was found that the behavior analytic procedure used were followed by successful results, although it cannot be point out which one was better than the others. It is suggested more studies to fill the gaps pointed out in the present study in order to give a more consistent bias for the behavior analytic approach for schizophrenia treatment / O presente estudo apresenta uma revisão sistemática da literatura analíticocomportamental para o tratamento da esquizofrenia entre 1960 a 2016. A busca foi realizada nas bases de dados PsycINFO, Science Direct, PubMed, Lilacs, Pepsic, no Banco Digital de Teses e Dissertações e nos periódicos/coleções Revista Brasileira de Análise do Comportamento, Comportamento em Foco e Sobre Comportamento e Cognição. A amostra contém 46 estudos, os quais adotaram, em sua maioria, como critério de seleção dos participantes aqueles que apresentavam excessos ou déficits comportamentais. Observou-se uma diminuição de publicações estrangeiras após década de 1980 e uma concentração de estudos nacionais não publicados. As intervenções, cuja maioria durou de um a três meses, foram aplicadas individualmente, dirigidas principalmente para pacientes homens e adultos e conduzidas por experimentadores. Em geral, as intervenções foram dirigidas apenas para uma classe de resposta-alvo, a qual foi observada diretamente. Poucos estudos revistos envolveram treinamento de agentes, planejamento e avaliação da generalização e medidas de seguimento. Verificou-se que os estudos mais recentes têm empregado manipulações experimentais para testar as variáveis de controle do comportamento-problema e realizado intervenções em locais alternativos aos hospitais psiquiátricos. Ao longo dos anos, ocorreu uma diminuição no uso de consequências aversivas, uma diminuição da programação exclusiva de consequências tangíveis e um aumento no uso de consequências sociais. Constatou-se que os procedimentos analítico-comportamentais empregados foram geralmente acompanhados de resultados de sucesso, embora não seja possível apontar qual deles foi o mais eficaz. Sugere-se que sejam desenvolvidos mais estudos preenchendo as lacunas apontadas de modo a dar um embasamento consistente para o tratamento analítico-comportamental da esquizofrenia

A Terapia Analítico-Comportamental Infantil (TACI) fundamenta-se na análise do comportamento e no behaviorismo radical para o trabalho na clínica psicológica da infância. A modelagem de repertórios é um dos processos pelo qual se assume promover as mudanças esperadas e a probabilidade de transição é uma estratégia para o estudo de processo em psicoterapia. O objetivo deste trabalho é descrever o processo de modelagem direta de repertórios em dois casos de Terapia Analítico Comportamental Infantil (TACI) com um procedimento de determinação da probabilidade de transição. A Functional Analytic Psychotherapy Ratting Scale (FAPRS) foi utilizada para categorizar os comportamentos dos clientes e o Sistema Multidimensional de Categorização de Comportamentos da Interação Terapêutica (SiMCCIT) para categorizar os comportamentos das terapeutas, com o software The Observer Pro. A duração dos comportamentos e a probabilidade de transição foram calculadas com a observação de 10 sessões amostrais de duas terapias TACI realizadas por terapeutas em estágio supervisionado com duas crianças, uma menina de 10 anos e um menino de sete anos, que apresentavam dificuldades escolares. A primeira terapia foi bem-sucedida e teve duração de 18 sessões. A segunda terapia continuou, sendo que foram realizadas observações do primeiro ano de tratamento. Foi observado que os Comportamentos Problema (CCR1) diminuíram, os Comportamentos de Melhora (CCR2) aumentaram e Descrições de Variáveis de Controle (CCR3) surgiram no primeiro caso. No segundo caso, houve predominância de CCR1 em sete sessões, sendo que os CCR2 e os CCR3 não apresentaram estabilidade. A determinação da probabilidade de transição indicou regularidades no responder das terapeutas após os comportamentos clinicamente relevantes, principalmente aprovação após CCR2. Esses resultados sugerem que a modelagem pelo responder diferencial do terapeuta é um mecanismo de mudança presente na TACI e ainda sustentam as vantagens da utilização da determinação da probabilidade de transição de comportamentos categorizados para explorar os eventos próprios da interação terapêutica / Child Behavior-Analytic Therapy (CBAT) is based in behavior analysis and radical behaviorism to deal with children in clinical psychotherapy. Shaping is a process which is assumed to promote expected changes and transition probability is a strategy to study process in psychotherapy research. The objective of this study is to describe the process of directly shaping repertoires in two cases of Child Behavior-Analytic Therapy (CBAT) through a transitional probability procedure. Functional Analytic Psychotherapy Rating Scale (FAPRS) was used to code clients behaviors and Multidimensional System for Coding Behaviors in Therapist-Client Interaction (SiMCCIT) to code therapists ones, with The Observer Pro software. Measures of behavior duration and transitional probability were taken from two samples of 10 sessions each, of two CBAT treatments conducted by undergraduate therapists under clinical practicum supervision with two children, a 10-year-old girl and a seven-year-old boy, both with learning difficulties. The first treatment was successful and lasted 18 sessions. The second one continued but only observations of the first year of treatment were carried out. Problem behavior (CRB1) decreased, Improvement behavior (CRB2) and Descriptions of Controlling Variables (CRB3) increased in the first case. In the second case, CCR1 predominated through seven sessions, and CCR2 and CCR3 did not show stability. Transitional probabilities indicated regularities in therapists responding to the clients clinically relevant behavior, particularly Approvals after CCR2. These results suggests that shaping repertories by differential therapists responding is a mechanism of change in CBAT and supports the advantages of determining transitional probabilities from coded behaviors to explore the particular events that occur in therapeutic interaction

A psicoterapia analítica funcional (FAP) foi criada no final da década de oitenta por Kohlenberg e Tsai como uma tentativa de explicar em termos analítico-comportamentais a interação terapêutica como instrumento capaz de promover mudanças comportamentais. Atualmente, este tipo de psicoterapia vem obtendo validação empírica e está se consolidando com uma psicoterapia eficaz para os casos clínicos considerados difíceis, que geralmente são aqueles que apresentam algum tipo de dificuldade nos relacionamentos interpessoais. Entretanto, há escassez de trabalhos que mostram as variáveis do processo terapêutico, ou seja, variáveis do terapeuta e do cliente que favorecem e/ou dificultam o andamento da terapia e os processos e procedimentos responsáveis pela mudança comportamental do cliente. Diante deste cenário, o presente trabalho teve como objetivo avaliar os efeitos de introdução e retirada das intervenções FAP sobre as seguintes categorias criadas a partir de observações clínicas da pesquisadora de alguns comportamentos em sessão (comportamentos clinicamente relevantes, CCRs) que estariam dificultando o andamento da psicoterapia com clientes difíceis: 1) verborragia, 2) falta de correspondência com a fala do terapeuta, 3) fala superficial e, 4) agressões verbais. Foram selecionados dois participantes com problemas de relacionamento interpessoal que já faziam terapia com a pesquisadora, tendo como linha de base um processo psicoterápico bem consolidado, o que possibilitou o controle de algumas variáveis intervenientes (relação terapêutica estabelecida e baixa probabilidade de desistência). As sessões foram filmadas e os instrumentos de medida utilizados foram: a) Sistema multidimensional de categorização da interação terapêutica e, b) Escala de classificação da Psicoterapia Analítica Funcional FAPRS. O delineamento experimental de caso único apresentou o arranjo A-B1-C1-B2-C2, sendo: A- terapia sem intervenções programadas; B1 e B2- introdução da FAP e, C1 e C2- retirada da FAP. As 40 sessões de terapia, 20 para cada cliente, foram transcritas e categorizadas. Os resultados indicaram que as categorias dos clientes com maior porcentagem de ocorrência foram as de Relato, Estabelecimento de relação entre eventos e Oposição. Já as da terapeuta foram as de Facilitação, Empatia e Solicitação de relato. Com a manipulação da variável independente (FAP), o delineamento experimental permitiu mostrar que a porcentagem de ocorrência dos comportamentos que dificultam o andamento da terapia (CCRs1) diminuiu nas fases de introdução da FAP e, o inverso ocorreu quando a FAP foi retirada. Os comportamentos que favoreciam o andamento da terapia (CCRs2) e análises feitas pelos clientes (CCRs3) apresentaram a tendência oposta, ou seja, aumentaram a porcentagem de ocorrência nas fases de introdução da FAP e diminuíram nas fases de retirada da FAP. Este delineamento se mostrou útil para a pesquisa em psicoterapia e os resultados corroboraram que o principal mecanismo de mudança envolvido na FAP é a modelagem direta dos CCRs ocorrendo em sessão, no contexto da relação terapêutica / Functional Analytic Psychotherapy (FAP) was created in the late eighties by Kohlenberg and Tsai as an attempt to explain, in behavioral-analytic terms, the therapeutic interaction as an instrument to promote behavioral changes. Currently, this kind of psychotherapy is obtaining empirical validation and is emerging as an effective psychotherapy for difficult clinical cases, which are usually those with some kind of difficulty in interpersonal relationships. However, there are just a few researches that show the variables of the therapeutic process, that is, variables of the client and therapist who favor and/or hinder the progress of therapy and the processes and procedures responsible for behavioral change. The present study aimed to evaluate the effects of the introduction and withdrawal of FAP interventions on the following categories created from the researchers clinical observations of some behaviors in session (clinically relevant behaviors, CRBs) that were affecting the progress of psychotherapy with difficult clients: 1) verbose talking, 2) talking with no correspondence with the therapist speech, 3) superficial speech and 4) aggressive verbal responses. Two participants with interpersonal relationship problems were selected and were in therapy with the researcher so the baseline was a well consolidated psychotherapy process, which allowed the control of some variables (therapeutic relationship established and low probability of discontinuing therapy). The sessions were video recorded and the measuring instruments were: a) multidimensional system for coding behaviors in therapist-client interaction, b) Functional Analytic Psychotherapy rating scale FAPRS. The single-case experimental design was the following: A-B1-B2-C1-C2 (A= the therapy without planned interventions; B1 and B2-introduction of FAP and, C1 and C2- FAP withdrawal). The 40 therapy sessions, 20 for each client, were transcribed and coded. The results indicated that the clients\' categories with higher percentage of occurrence were Reports, Establishment of relation between events, and Opposition. The therapist\'s were Empathy, Facilitation and Request report. With the manipulation of the independent variable (FAP), the experimental design showed that the percentage of occurrence of behaviors that affect the progress of therapy (CRBs1) decreased in the phases of FAP and the inverse occurred when FAP was withdrawn. The behaviors that helped the progress of therapy (CRBs2) and clients analyses (CRBs3) showed the opposite trend, i.e. increased the percentage of occurrence in the phases of FAP and decreased in phases of FAP withdrawal. This experimental design proved to be useful for the research in psychotherapy and the results confirm that the main mechanism of change involved in FAP is the direct shaping of CRBs occurring in session, within the context of the therapeutic relationship

In Experiment 1, I conducted a functional analysis of student rate of learning with and without a peer-yoked contingency for 12 students in Kindergarten through 2nd grade in order to determine if they had conditioned reinforcement for collaboration. Using an ABAB reversal design, I compared rate of learning as measured by learn units to criterion under two conditions: (A) rotated learn units between 2 peers with a peer-yoked contingency game board (collaborative reinforcement), and (B) rotated learn units between 2 peers without a peer-yoked contingency game board (individual reinforcement). In these conditions, 2 students sat side by side and learn units were delivered in a rotated fashion. A peer-yoked contingency game board in which two characters competed to reach the top and access a predetermined backup reinforcer was present in the (A) condition only. The participants were yoked together on a “team,” and if they emitted a correct response, their character moved up on the game board. Seven of twelve participants learned faster in the collaborative reinforcement condition, suggesting that they each had reinforcement for collaboration with a peer. These data demonstrated how yoked contingencies can be utilized to increase rate of learning in the classroom when reinforcement for collaboration is present. The other participants learned slower in the collaborative reinforcement condition, suggesting that reinforcement for collaboration was not present for these participants. Additionally, participants who demonstrated reinforcement for collaboration emitted higher levels of vocal verbal operants when yoked with a peer than the participants who did not demonstrate reinforcement for collaboration. In Experiment 2, the participants who did not demonstrate reinforcement for collaboration were placed into a collaborative intervention, in order to determine if this potential developmental cusp could be established. In a delayed multiple probe design across dyads, four participants engaged in peer tutoring with a confederate peer, and a yoked contingency game board was utilized to reinforce their effective collaboration. Following this intervention, all four participants demonstrated a faster rate of learning when yoked with a peer, as well as increased levels of vocal verbal operants with their peers. These findings suggest that an intervention that specifically targets reinforcement for collaboration through a peer-yoked contingency may be effective in inducing reinforcement for collaboration. The educational significance and implications of this potential developmental cusp are discussed.

In 2 experiments, I tested the effects of a writing/editing package for middle school students with disabilities who performed below grade level in math and reading. The participants were grouped into dyads based on math grade level, and each dyad consisted of an editor and writer. There were 8 participants in Experiment 1. The design was a multiple probe across 4 dyads design. The dependent variables were : 1) algorithm components including functional and rationale descriptions; 2) functional accuracy of a written math algorithm; 3) structural components of written responses including grammar, spelling, and punctuation; 4) social validity measure to determine whether the was a significant difference in the means of scores assigned by naïve readers for pre- and post-intervention samples; 5) resistance to extinction measures for solving above grade level algebra problems as a measure of reinforcement value. During the pre-intervention assessments, each participant was given a word problem which corresponded to their math performance level. Participants solved the word problem, then wrote an explanation so a naïve adult reader could complete the steps of the problem to produce the solution without seeing the problem. Participants also wrote responses explaining the rationale for the operations used in the word problem and the practical application for the word problem. Participants were then given untaught algebra equations to measure resistance to extinction. In Experiment 1, the independent variable was an editing and writing package for producing a written explanation for specific steps to solve a multi-step math problem. The participant as the writer produced a written math algorithm, and the participant as the editor provided questions to the writer so that a rewrite would help the editor solve the math problem correctly. Structural elements were not consequated, and rationale components were not directly taught. Criterion for the independent variable was achieved when the writer produced a written explanation with all four necessary functional components and required no additional rewrites. The results demonstrated a functional relationship for functional accuracy and functional components. A functional relationship was not shown for the rationale. In Experiment 2, the dependent variables remained the same. The independent variable was changed so that the experimenter only edited the first round of the writer’s responses for structural elements, and the writer corrected for structural elements. The editor also had to write a word problem based off the writer’s written algorithm. Results for Experiment 2 show a functional relation for functional accuracy, functional components, and rationale components.

I conducted a descriptive analysis on the emission of vocal and non-vocal social/verbal interactions between 35 dyads of preschool-aged-children diagnosed with Autism Spectrum Disorder (ASD) and their mothers. Using previously recorded videos of 5-min isolated free-play sessions between the mother-child dyads, I transduced each occurrence of verbal operants, attempted verbal operants (i.e., emissions not reinforced by a listener), and additional verbal behaviors such as fantasy play emitted by the child, and approvals and disapprovals emitted by the mother. Each verbal behavior was defined as either vocal verbal behavior, non-lexical vocal verbal behavior, or non-vocal verbal behavior, all with a function to communicate. The procedure consisted of identifying each instance of verbal behavior emitted between the mother and child rotating across listener and speaker responses until either no response occurred, or the session concluded. The listener and speaker responses were further transduced into individual initiated conversational units (speaker-listener-speaker rotations). These data were statistically analyzed with previously collected child educational variables and mother demographic variables: child's level of verbal behavior in accordance with the Verbal Behavior Developmental Assessment-Revised (VBDA-R), number of acquired objectives on the Comprehensive Application of Behavior Analysis to Schooling International Curriculum and Inventory of Repertoires for Children from Preschool through Kindergarten (C-PIRK), the Autism Diagnosis Observation Schedule-Second Edition (ADOS-2) severity scores, and the scores on the Vineland-3 Adaptive Behavior Scales-Third Edition (VABS-3). The mother demographic variables were level of education and household income. The results of the study were as follow: (1) a significant relationship was shown between the child's level of verbal behavior (extracted from the VBDA-R) and performance on the C-PIRK, VABS-3, and between the ADOS-2 Modules used to assess for ASD severity; (2) the results did not show a significant difference between the child's level of verbal behavior and the number of child-initiated conversational units. The differences in the verbal behavior exchanged between the mother and child were, however, indicated across the child's form of verbal behavior - vocal, non-lexical, and non-vocal verbal behavior - emitted with the mother. Results are interpreted as parents of children without vocal verbal behavior require parent training tailored to their child's verbal developmental repertoires rather than their chronological age to ensure all communicative opportunities are captured. Educational implications, limitations, and future avenues of research are discussed.