This study sought to evaluate the efficiency of the methods outlined in the Promoting the Emergence of Advanced Knowledge Relational Training System Equivalence Module (PEAK-E) utilizing a single-subject design. Three participants from a Midwest town were recruited to participate in the study and were assessed and validity, reliability, and efficacy were evaluated to determine the assessments ability to identify three language skills that weren’t currently present in their repertoire. Baseline levels determined that the 3 skills for each participant (a total of 9 skills across the 3 participants) were not currently present in their repertoire prior to implementation of PEAK-E programs, as the participants demonstrated low levels of correct responding. Upon completion of program implementation across all three participants with autism, mastery criteria was obtained for all directly trained skills, and relations were derived for 9 out of 9 programs.

D.Ed. (Educational Psychology) / Communication is an important and essential part of human life. In this study the necessity and impact of Invitational Communication in classrooms is researched. Communication in classrooms permeates the entire educational process. Academic excellence, conceptual and perceptual development of pupils as well as positive interpersonal relationships are all areas which are directly affected by the quality of the interpersonal communication between teachers and their pupils. Effective teaching therefore, must take cognizance of the importance of interpersonal communication in classrooms. Invitational communication which is based on Invitational Education concepts (the perceptual tradition and self-concept theory), is instrumental in developing unrealized potential of all participants in the teaching process. What teachers believe about their pupils will influence their behaviour towards pupils, especially their communicative behaviour. It is through this communicative behaviour that teachers have the ability to develop human potential or to destroy it. Invitational Communication provides teachers with an acceptable educational stance for interrelating with others in the classroom context. This stance is based on Intentionality, Respect, Trust and Optimism.

Com o número crescente de pesquisas sobre a formação de discriminações condicionais e de equivalência de estímulos, outras explicações, além daquelas relacionadas ao reforçamento diferencial, surgiram. Tais estudos passaram a sugerir que o comportamento verbal poderia facilitar a formação do responder discriminativo e da equivalência de estímulos. Porém, poucas tem sido as pesquisas que se concentraram em investigar, especificamente, o efeito do comportamento verbal autoclítico relacional/qualificador neste responder. O objetivo da presente pesquisa foi analisar se uma instrução que orientou os participantes a emitir uma resposta verbal vocal com autoclítico relacional/qualificador é e uma instrução que orientou os participantes a emitirem uma resposta verbal concorrente (entre a apresentação do estímulo modelo e a resposta de escolha do estímulo comparação, em uma tarefa de matching to sample) produzem efeitos na formação de classes de equivalência e se influencia na quantidade de tentativas necessárias para a formação do responder discriminativo condicional. Foram estudados vinte e cinco participantes adultos, divididos em três grupos: Grupo Controle 1, Grupo Controle 2 e Grupo Experimental. Todos os participantes foram submetidos a três treinos de discriminações condicionais (AB, BC e CD) e a dois testes de equivalência (AD e DA). Cada conjunto continha três estímulos visuais abstratos e cada treino foi composto por doze tentativas. O critério de aprendizagem era a ocorrência de uma sequência de 100% de respostas corretas no treino. A instrução com o autoclítico relacional/qualificador foi apresentada apenas aos participantes do Grupo Experimental e a instrução contendo a resposta verbal concorrente foi apresentada apenas aos participantes do Grupo Controle 2. Os resultados obtidos nos treinos de discriminações condicionais mostram um desempenho semelhante entre os participantes do Grupo Controle 1 e 2 e um desempenho inicial otimizado dos participantes do Grupo Experimental. Nos testes de equivalência de estímulos foi observado um índice superior de resultados positivos para os participantes do Grupo Experimental, em relação aos participantes dos Grupos Controle 1 e 2. A verbalização do autoclítico relacional/qualificador auxiliou os participantes do Grupo Experimental a estabelecerem o controle de estímulos planejado, já que todos os participantes emitiram a resposta verbal vocal este é este, acompanhado da resposta de escolha correta, reforçada diferencialmente. A análise dos Grupos Controle 1 e 2 permitiu a discussão sobre o papel do comportamento verbal na aquisição de relações condicionais e na formação de classes de equivalência, já que no Grupo Controle 1 os participantes permaneceram em silêncio, em contraste com os participantes do Grupo Experimental / With the increasing number of researches on the formation of conditional discriminations and stimulus equivalence, other explanations, in addition to those related to differential reinforcement, have emerged. Such studies have suggested that verbal behavior could facilitate the formation of discriminative response and the equivalence of stimuli. However, few studies have focused on investigating, specifically, the effect of verbal behavior autoclitic relational/qualifying in responding. The purpose of the present research was to analyze whether an instruction that instructed the participants to issue a verbal vocal response with autoclitic relational/qualifying \"is\" and an instruction that instructed the participants to issue a concurrent verbal response (between the presentation of the model stimulus and the response of choice of the stimulus comparison, in a matching to sample task) produce effects on the formation of equivalence classes and influence the amount of attempts required for the formation of conditional discriminative response. Twenty-five adult participants were studied, divided in three groups: Control Group 1, Control Group 2 and Experimental Group. All participants underwent three conditional discriminations (AB, BC and CD) and two equivalence tests (AD and AD). Each set contained three abstract visual stimuli and each training consisted of twelve attempts. The learning criterion was the occurrence of a sequence of 100% correct answers in the training. The instruction with the autoclitic relational/qualifying was presented only to the participants of the Experimental Group and the statement containing the concurrent verbal response was presented only to the participants of the Control Group 2. The results obtained in the conditional discrimination training show a similar performance among the participants of the Control Group 1 and 2 and an optimized initial performance of the participants of the Experimental Group. In the equivalence tests of stimuli, a superior index of positive results was observed for the participants of the Experimental Group, in relation to the participants of the Control Groups 1 and 2. The verbalization of the autoclítico relational/qualifying helped the participants of the Experimental Group to establish the control of stimuli planned, since all the participants issued the vocal verbal response \"this is this\", accompanied by the correct choice answer, differentially reinforced. The analysis of Control Groups 1 and 2 allowed the discussion about the role of verbal behavior in the acquisition of conditional relations and in the formation of equivalence classes, since in Control Group 1 the participants remained silent, in contrast to the participants of the Experimental Group

Previous research has incorporated instructive feedback (IF) within mastered listener-by-name trials with two children diagnosed with autism spectrum disorder (ASD). Participants in a previous study acquired the secondary targets and also demonstrated emergent responding (i.e., listener-by-feature, tact-by-feature, intraverbal, and reverse intraverbal). The current study replicated a previous study on IF with two children with ASD. Therapists conducted a series of three sessions of mastered listener-by-name trials (e.g., "Show me otter," and the participant selecting the picture of the otter) and provided IF statements for features of the target stimuli (e.g., "It lives in rivers."). We measured participants' echoic responding and required attending to the target stimulus during IF trials, and we evaluated acquisition of secondary targets and emergent responses using a concurrent multiple probe design across sets. We observed increased correct responding for secondary targets and emergent responses for the first set of stimuli with both participants. However, one participant did not engage in emergent responses for the two remaining sets. Results suggest that related verbal operant response relations of secondary targets may result after IF, but the extent of emergence may be idiosyncratic.

The present study investigated how engaging in a behavior that is potentially incompatible with covert verbal behavior, singing aloud, affected the percent of correct responses and reaction time during equivalence tests as compared to engaging in a behavior considered compatible with covert verbal behavior, alternating foot tapping, during testing. Results varied between participants with some participants showing higher accuracies in the incompatible condition and some in the compatible condition. Performance in terms of accuracy and reaction time were correlated, with higher accuracies in the compatible condition being correlated with faster reaction times in the compatible condition. Limitations discussed include a low number of participants due to COVID-19, the covert nature of the behavior of interest, the length of time required to complete the experiment, and the challenges to monitoring the incompatible behavior due to social distancing requirements. Potential future research is discussed in light of these limitations.

No description available.

The present study is concerned with two related but independent problems. First, the study investigates the effects of movie and lecture modes of instruction on factual recall as related to verbal ability and Hidden Figures test scores. Secondly, the study investigates factual recall from film and video media of presentation as related to verbal ability. To investigate these problems jointly, each of mode of instruction, movie and lecture, was recorded both on film and video media.

The purpose of this study was to examine the emergence of convergent intraverbals through prerequisite skills training identified by Sundberg and Sundberg (2011) and assessed by DeSouza and colleagues (2019). Further, the study explored the emergence of convergent intraverbals amongst individuals with Autism Spectrum Disorder (ASD) through several variations of prerequisite skills training and to determine if fewer than all four prerequisite skills could facilitate the emergence of convergent intraverbals. Two children, ages 13 to 15 years old, participated in the study, which took place at a university-based school psychology services clinic in the Southeastern United States. Results suggest the sequence of prerequisite skills training identified by previous literature can facilitate the emergence of convergent intraverbals in individuals diagnosed with ASD. However, based on the results of the study, there is little evidence to support the notion that training these prerequisite skills in a varying sequence can facilitate the emergence of convergent intraverbals. Overall, the findings of this study revealed several implications about facilitating the emergence of convergent intraverbals with individuals with ASD. Limitations to this study as well as recommendations for future research in this area are discussed.

No description available.

No description available.