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Emergent Intraverbal and Reverse Intraverbal Behavior Following Listener Training in Children with Autism Spectrum

Inger Karin Almås1, Dean P Smith2, Sigmund Eldevik1

  • 1Department of Behavioral Science, Oslo Metropolitan University, P. O. Box 4, St. Olavs Plass, N-0130 Oslo, Norway.

The Analysis of Verbal Behavior
|June 20, 2022
PubMed
Summary
This summary is machine-generated.

Listener training helped children with autism spectrum disorder (ASD) develop intraverbal skills. Some participants also showed reverse intraverbal responding, suggesting listener skills may foster language development in ASD.

Keywords:
autismemergent intraverbal behaviorintraverbal behaviorlistener trainingreverse intraverbal behavior

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Area of Science:

  • Behavioral Psychology
  • Developmental Psychology
  • Clinical Psychology

Background:

  • Children with autism spectrum disorder (ASD) often face challenges with language development, particularly in spontaneous verbal communication.
  • Intraverbal behavior, the ability to respond to verbal stimuli without the speaker being present, is a critical skill for conversational fluency.
  • Listener training, focusing on understanding spoken language, is a foundational skill that may impact expressive language abilities.

Purpose of the Study:

  • To investigate if listener training leads to the emergence of intraverbal and reverse intraverbal behavior in children with ASD.
  • To assess the effectiveness of a multiple baseline design in evaluating listener training interventions for language skills in ASD.
  • To explore the potential of establishing listener behavior as a pathway for developing advanced verbal repertoires.

Main Methods:

  • Six children with ASD participated in the study.
  • Participants received listener training on three sets of three "when?" questions.
  • A multiple baseline design across behaviors (stimulus sets) was employed to measure the impact of the intervention.

Main Results:

  • Intraverbal behavior emerged in five out of six participants following listener training.
  • One participant required additional listener and intraverbal training for intraverbal behavior to emerge.
  • Reverse intraverbal responding was observed in three participants across all question sets.

Conclusions:

  • Listener training can be an effective strategy for fostering emergent intraverbal behavior in children with ASD.
  • The findings suggest that developing strong listener skills may facilitate the development of both intraverbal and reverse intraverbal responding.
  • Further research is recommended to identify specific skill repertoires that enhance transfer of learning and generalization of these language skills.