Ahearn, W. H., Clark, K. M., Gardenier, N. C., Chung, B. I., & Dube, W. V. (2003). Persistence of stereotypic behavior: Examining the effects of external reinforcers. Journal of Applied Behavior Analysis, 36(4), 439–448. https://doi.org/10.1901/jaba.2003.36-439
Article PubMed PubMed Central Google Scholar
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
Axe, J. B., & Laprime, A. P. (2017). The effects of contingent pairing on establishing praise as a reinforcer with children with autism. Journal of Developmental and Physical Disabilities, 29(2), 325–340. https://doi.org/10.1007/s10882-016-9526-9
Barry, L., Holloway, J., & Gunning, C. (2019). An investigation of the effects of a parent delivered stimulus–stimulus pairing intervention on vocalizations of two children with autism spectrum disorder. The Analysis of Verbal Behavior, 35(1), 57–73. https://doi.org/10.1007/s40616-018-0094-1
Carroll, R. A., & Klatt, K. P. (2008). Using stimulus–stimulus pairing and direct reinforcement to teach vocal verbal behavior to young children with autism. The Analysis of Verbal Behavior, 24(1), 135–146. https://doi.org/10.1007/BF03393062
Article PubMed PubMed Central Google Scholar
Dozier, C. L., Iwata, B. A., Thomason-Sassi, J., Worsdell, A. S., & Wilson, D. M. (2012). A comparison of two pairing procedures to establish praise as a reinforcer. Journal of Applied Behavior Analysis, 45(4), 721–735. https://doi.org/10.1901/jaba.2012.45-721
Article PubMed PubMed Central Google Scholar
Drash, P., High, R. L., & Tudor, R. M. (1999). Using mand training to establish an echoic repertoire in young children with autism. The Analysis of Verbal Behavior, 16(1), 29–44. https://doi.org/10.1007/BF03392945
Article PubMed PubMed Central Google Scholar
Esch, B. E. (2008). EESA: Early Echoic Skills Assessment. In M. L. Sundberg (Ed.), VB-MAPP: Verbal behavior milestones assessment and placement program (pp. 62–63). AVB Press.
Esch, B. E., Carr, J. E., & Grow, L. L. (2009). Evaluation of an enhanced stimulus–stimulus pairing procedure to increase early vocalizations of children with autism. Journal of Applied Behavior Analysis, 42(2), 225–241. https://doi.org/10.1901/jaba.2009.42-225
Article PubMed PubMed Central Google Scholar
Esch, B. E., Carr, J. E., & Michael, J. (2005). Evaluating stimulus–stimulus pairing and direct reinforcement in the establishment of an echoic repertoire of children diagnosed with autism. The Analysis of Verbal Behavior, 21(1), 43–58. https://doi.org/10.1007/BF03393009
Article PubMed PubMed Central Google Scholar
Goldstein, M. H., Schwade, J. A., & Bornstein, M. H. (2009). The value of vocalizing: Five-month-old infants associate their own noncry vocalizations with responses from caregivers. Child Development, 80(3), 636–644. https://doi.org/10.1111/j.1467-8624.2009.01287.x
Article PubMed PubMed Central Google Scholar
Greer, R. D., Pistoljevic, N., Cahill, C., & Du, L. (2011). Effects of conditioning voices as reinforcers for listener responses on rate of learning, awareness, and preferences for listening to stories in preschoolers with autism. The Analysis of Verbal Behavior, 27(1), 103–124. https://doi.org/10.1007/BF03393095
Article PubMed PubMed Central Google Scholar
Greer, R. D., & Singer-Dudek, J. (2008). The emergence of conditioned reinforcement from observation. Journal of the Experimental Analysis of Behavior, 89(1), 15–29. https://doi.org/10.1901/jeab.2008.89-15
Greer, R. D., Singer-Dudek, J., & Gautreaux, G. (2006). Observational learning. International Journal of Psychology, 41(6), 486–499. https://doi.org/10.1080/00207590500492435
Greer, R. D., Singer-Dudek, J., Longango, J., & Zrinzo, M. (2008). The emergence of praise as conditioned reinforcement as a function of observation in preschool and school age children. Mexican Journal of Psychology, 25(1), 5–26 https://www.redalyc.org/articulo.oa?id=2430/243016300001
Hanley, G. P. (2010). Toward effective and preferred programming: A case for the objective measurement of social validity with recipients of behavior-change programs. Behavior Analysis in Practice, 3(1), 13–21. https://doi.org/10.1007/BF03391754
Article PubMed PubMed Central Google Scholar
Heal, N. A., Hanley, G. P., & Layer, S. A. (2009). An evaluation of the relative efficacy of and children’s preferences for teaching strategies that differ in amount of teacher directedness. Journal of Applied Behavior Analysis, 42(1), 123–143. https://doi.org/10.1901/jaba.2009.42-123
Article PubMed PubMed Central Google Scholar
Hanley, G. P., Iwata, B. A., Lindberg, J. S., & Conners, J. (2003). Response-restriction analysis: I. Assessment of activity preferences. Journal of applied behavior analysis, 36(1), 47–58. https://doi.org/10.1901/jaba.2003.36-47
Koegel, R. L., O’Dell, M. C., & Dunlap, G. (1988). Producing speech use in nonverbal autistic children by reinforcing attempts. Journal of Autism and Developmental Disorders, 18(4), 525–538. https://doi.org/10.1007/BF02211871
Lepper, T. L., & Petursdottir, A. I. (2017). Effects of response-contingent stimulus pairing on vocalizations of nonverbal children with autism. Journal of Applied Behavior Analysis, 50(4), 756–774. https://doi.org/10.1002/jaba.415
Lepper, T. L., Petursdottir, A. I., & Esch, B. E. (2013). Effects of an operant training procedure on the vocalizations of nonverbal children with autism. Journal of Applied Behavior Analysis, 46(3), 656–661. https://doi.org/10.1002/jaba.55
Lovaas, O. I. (2003). Teaching individuals with developmental delays: Basic intervention techniques. Pro-Ed.
MacDonald, J., & Ahearn, W. (2015). Teaching observational learning to children with autism. Journal of Applied Behavior Analysis, 48(4), 800–816. https://doi.org/10.1002/jaba.257
Miguel, C. F., Carr, J. E., & Michael, J. (2001). The effects of a stimulus-stimulus pairing procedure on the vocal behavior of children diagnosed with autism. The Analysis of Verbal Behavior, 18(1), 3–13. https://doi.org/10.1007/BF03392967
Nevin, J. A., & Shahan, T. A. (2011). Behavioral momentum theory: Equations and applications. Journal of Applied Behavior Analysis, 44(4), 877–895. https://doi.org/10.1901/jaba.2011.44-877
Article PubMed PubMed Central Google Scholar
Palmer, D. C. (1996). Achieving parity: The role of automatic reinforcement. Journal of the Experimental Analysis of Behavior, 65(1), 289–290. https://doi.org/10.1901/jeab.1996.65-289
Article PubMed PubMed Central Google Scholar
Petursdottir, A. I., Carp, C. L., Matthies, D. W., & Esch, B. E. (2011). Analyzing stimulus–stimulus pairing effects on preferences for speech sounds. The Analysis of Verbal Behavior, 27(1), 45–60. https://doi.org/10.1007/BF03393091
Article PubMed PubMed Central Google Scholar
Petursdottir, A. I., & Lepper, T. L. (2015). Inducing novel vocalizations by conditioning speech sounds as reinforcers. Behavior Analysis in Practice, 8(2), 223–232. https://doi.org/10.1007/s40617-015-0088-6
Article PubMed PubMed Central Google Scholar
Peić, D., & Hernández, V. (2016). Countee - Data collection system for behavioral data (1.0.4) [Mobile application software]. Retrieved from https://itunes.apple.com
Roane, H. S., Lerman, D. C., & Vorndran, C. M. (2001). Assessing reinforcers under progressive schedule requirements. Journal of Applied Behavior Analysis, 34(2), 145–166. https://doi.org/10.1901/jaba.2001.34-145
Article PubMed PubMed Central Google Scholar
Rodriguez, P. P., & Gutierrez, A. (2017). A comparison of two procedures to condition social stimuli to function as reinforcers for children with autism. Behavioral Development Bulletin, 22(1), 159–172. https://doi.org/10.1037/bdb0000059
Singer-Dudek, J., Greer, R. D., & Schmelzkopf, J. (2008). The effects of an observational intervention on the acquisition of reinforcing properties of a previously neutral stimulus. Journal of Early and Intensive Behavioral Intervention, 5(1), 57–74. https://doi.org/10.1037/h0100410
Singer-Dudek, J., Oblak, M., & Greer, R. D. (2011). Establishing books as conditioned reinforcers for preschool children as a function of an observational intervention. Journal of Applied Behavior Analysis, 44(3), 421–434. https://doi.org/10.1901/jaba.2011.44-421
Article PubMed PubMed Central Google Scholar
Skinner, B. F. (1957). Verbal behavior. Prentice Hall.
Stock, R. A., Schulze, K. A., & Mirenda, P. A. (2008). A comparison of stimulus–stimulus pairing, standard echoic training, and control procedures on the vocal behavior of children with autism. The Analysis of Verbal Behavior, 24(1), 123–133. https://doi.org/10.1007/BF03393061
Article PubMed PubMed Central Google Scholar
Sundberg, M. L., & Partington, J. W. (1998). Teaching language to children with autism or other developmental disabilities. Behavior Analysts.
Sweeney, M. M., Moore, K., Shahan, T. A., Ahearn, W. H., Dube, W. V., & Nevin, J. A. (2014). Modeling the effects of sensory reinforcers on behavioral persistence with alternative reinforcement. Journal of the Experimental Analysis of Behavior, 102(2), 252–266. https://doi.org/10.1002/jeab.103
Williams White, S., Keonig, K., & Scahill, L. (2007). Social skills development in children with autism spectrum disorders: A review of the intervention research. Journal of Autism and Developmental Disorders, 37(10), 1858–1868. https://doi.org/10.1007/s10803-006-0320-x
Yoon, S., & Feliciano, G. M. (2007). Stimulus–stimulus pairing and subsequent mand acquisition of children with various levels of verbal repertoires. The Analysis of Verbal Behavior, 23(1), 3–16. https://doi.org/10.1007/BF03393042
留言 (0)