Correspondence training: an example of rule-governed behavior?

Area of Science:

• Psychology
• Behavioral Science
• Developmental Psychology

Background:

• Correspondence training is a behavioral intervention.
• Previous research suggested verbal behavior is key to correspondence training outcomes.
• An alternative hypothesis proposed reinforcement of nonverbal behavior alone could drive changes.

Purpose of the Study:

• To compare "say/do" correspondence training with a "do only" procedure.
• To test if nonverbal behavior reinforcement explains observed changes.
• To investigate the underlying mechanisms of correspondence training.

Main Methods:

• Two groups of adults with intellectual disabilities participated.
• One group received "say/do" training; the other received "do only" reinforcement.
• Participants engaged in manipulatory tasks with auditory and visual consequences.

Main Results:

• No significant differences in responding were observed between the two groups during training.
• Generalized correspondence skills were developed by four participants in each group.
• Behavioral changes occurred irrespective of the inclusion of verbal components.

Conclusions:

• The outcomes suggest verbal regulation may not be essential for correspondence training.
• Rule-governed behavior provides a more comprehensive explanation for these findings.
• This challenges traditional assumptions about the role of verbal behavior in such interventions.