Monday, June 10, 2019

COnference - Montana Association for Behavior Analysis

September 12-13, 2019


Teaching Intraverbal Behavior
Many children with autism acquire mand and tact repertoires but fail to develop intraverbal responding.  Failure to acquire intraverbal behavior leads to difficulties in academic, social and over all communication. In the past few years the behavior analytic literature has included reports of methods to teach the intraverbal. The purpose of this workshop is to present the current research on teaching  intraverbal responding which extends Skinner’s 1957, analysis of this verbal operant.  A sequence for teaching intraverbal responding from simple to complex will be offered with many video illustrations of teaching methods within applied settings.
The Role of Joint Control in Teaching Complex Listener Responding to Children with Autism and Other Disabilities
Skinner’s (1957) analysis of language has much to offer clinicians interested in teaching verbal behavior to persons with autism.  Much of the research in this area has emphasized the teaching of speaker behavior with less work dedicated to a thorough analysis of the contingencies operating on the behavior of the listener. Possibly due to this lack of attention cognitive explanations of comprehension, understanding and word recognition have persisted. A special form of multiple control called joint stimulus control may provide an alternative and cogent behavioral analysis of complex listener and other  behavior. The purpose of this presentation is to provide an overview of the conceptual analysis of joint control and the basic and applied research that has followed.  Video demonstrations of the teaching of joint control with participants from a recently published study and additional clinical applications will be presented to illustrate the implementation of joint control procedures in applied settings.