EMERGENT INTRAVERBAL RESPONSES VIA TACT AND MATCH-TO-SAMPLE INSTRUCTION

Authors

  • Leigh Grannan,

    1. Southern Illinois University
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  • Ruth Anne Rehfeldt

    Corresponding author
    1. Southern Illinois University
      Address correspondence to Ruth Anne Rehfeldt, Behavior Analysis and Therapy Program, Rehabilitation Institute, Southern Illinois University, Carbondale, Illinois 62901 (e-mail: rehfeldt@siu.edu).
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Address correspondence to Ruth Anne Rehfeldt, Behavior Analysis and Therapy Program, Rehabilitation Institute, Southern Illinois University, Carbondale, Illinois 62901 (e-mail: rehfeldt@siu.edu).

Abstract

The present investigation evaluated the effectiveness of category tact and match-to-sample instruction in facilitating the emergence of intraverbal responses (i.e., naming several items belonging to a specific category) for 2 children with autism. Results demonstrated the emergence of untaught responses, suggesting an effective instructional protocol for establishing intraverbal responses without direct instruction.

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