Verbal Behavior
The Role Of Intraverbal Training In Evoking Vocals In Children With Autism
Abstract
Estimates of children with autism lacking speech ranges from 10-30% (Koegel et al., 2009; Tager- Flusberg et al., 2013). There is substantial research for increasing vocalizations in children by using stimulus stimulus pairing, automatic reinforcement procedures ((Normand & Knoll; 2006),Sundberg et al; 1996), and manual sign and training with prompt delay (Carbone et al; 2010 ). In this research we examine the role of intraverbal fill-in training in evoking vocals. Forty six participants between ages 1.8-12.2 years were on mand training for 2-18 months using signs with paired vocals. The introduction of the Intraverbal training using animal sound and contextual fill-ins led to evocation of vocals in 37 (80%) participants. The mastery criteria of 7 stable vocals was met within 2 weeks by nine participants. The findings suggest that age may not be a criteria for vocalization, and antecedent frames during intraverbal training can support the evocation of speech in non-vocal children with autism.
Learning objectives for Basic and Intermediate Learners are:
The participants will
Objective 1
Learn about the verbal operants
Objective 2
Learn the application of intraverbals for speech training
Objective 3
Directly observe teaching protocols
Objective 4
Learn new technologies for improving vocalizations
About Smita Awasthi
Phd., BCBA-D
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