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Communication01:28

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Sharing information, concepts, and emotions to foster mutual understanding is communication. The sender, recipient, and transaction must be considered in this manner. The sender is the person who shares the message, the recipient is the person who receives and understands the message, and the transaction is the method used to deliver the message and the variables that affect the communication's context and surroundings. The nurse-client connection is built on therapeutic communication.
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Biochemical reactions are occurring constantly in cells, converting starting substances to different products, usually with the help of enzymes that speed the reactions. Without enzymes, it would take far too long for most reactions to occur to be useful to the cell!
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Related Experiment Video

Updated: Jan 4, 2026

Modeling Verbal Behavior Deficits with the Stimulus Control Ratio Equation, SCoRE
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Promoting the development of verbal responses using instructive feedback.

Sarah E Frampton1, M Alice Shillingsburg1

  • 1The May Institute.

Journal of Applied Behavior Analysis
|November 7, 2019
PubMed
Summary
This summary is machine-generated.

Instructive feedback (IF) improved verbal skills in children with autism spectrum disorder (ASD). This intervention enhanced untrained related verbal responses, suggesting it increases the efficiency of verbal behavior programming for ASD.

Keywords:
autismbidirectional namingcovert behaviorefficiencyinstructive feedback

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Area of Science:

  • Behavior analysis
  • Developmental psychology
  • Special education

Background:

  • Previous research demonstrated emergent verbal repertoires in individuals with autism spectrum disorder (ASD) following specific intraverbal and listener/tact training.
  • The efficacy of such interventions in promoting generalized verbal skills remains an area of active investigation.

Purpose of the Study:

  • To systematically replicate findings on emergent verbal behavior in children with ASD.
  • To investigate the impact of instructive feedback (IF) on the efficiency of verbal behavior programming.

Main Methods:

  • Two children diagnosed with ASD participated in a systematic replication study.
  • Instructive feedback (IF) was provided during previously mastered listener-by-name trials.
  • Probes assessed untrained related verbal responses (listener-by-feature, tact-by-feature, name-feature intraverbal, feature-name intraverbal) across sets.

Main Results:

  • A replication of Shillingsburg et al. (2018) findings was observed.
  • Increased correct responses in untrained related verbal behaviors were noted after the introduction of IF.
  • The study suggests IF may enhance the efficiency of verbal behavior programming.

Conclusions:

  • The findings support the utility of instructive feedback (IF) in augmenting verbal repertoires for children with ASD.
  • IF appears to be an efficient addition to existing verbal behavior programming strategies.
  • Further research is warranted to explore the broader applications of IF in ASD interventions.