A clinical application of procedures to promote the emergence of untrained intraverbal relations with children with autism

Abstract

Strategies to promote the emergence of untrained verbal relations are of critical importance for learners with autism spectrum disorder (ASD). The current study examined the effects of systematically training new relations on the emergence of intraverbal relations within the same set and across untrained sets using a multiple probe across behaviors design. Three sets consisting of three classes of stimuli were developed for each of the six participants with ASD. Training was sequentially introduced within set 1 for listener feature/function, tact feature/function, and bi-directional intraverbals. Following mastery of one relation within the set, probes were conducted to assess emergence of all untrained relations within set 1. Once mastery criteria were met through direct training or emergence for all intraverbal relations in set 1, probes were conducted to evaluate relations across all sets (1–3). The procedures were repeated with the remaining sets. Results indicated that some participants showed emergence of untrained intraverbal relations following training of the listener and tact responses, consistent with prior research. Some participants required training across multiple relations and classes before emergence of intraverbals was observed. These results highlight the importance of evaluating performance over multiple sets and the benefits of systematically programming for emergence within clinical work.