The ability to seek information by asking questions is a pivotal language skill that has profound implications for learning, social interaction, and independence. For children with autism spectrum disorder, deficits in information-seeking behavior represent a significant barrier to natural learning opportunities that typically developing peers access routinely throughout their day.
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Join Free →Read the following article and pass a 7-question quiz on it: Ingvarsson, E. T., & Hollobaugh, T. (2010). Acquisition of intraverbal behavior: Teaching children with autism to mand for answers to questions.Journal of Applied Behavior Analysis, 43(1), 1-17. To earn credit, you will be required to read the article and pass a 7-question quiz about it. You can retake the quiz as many times as needed, but you will not receive exactly the same questions each time. Four boys with autism were taught via echoic prompting and constant prompt delay to mand for answers to questions by saying "I don't know please tell me" (IDKPTM). This intervention resulted in acquisition of the IDKPTM response for all 4 participants and in acquisition of correct answers to most of the previously unknown questions for 2 participants. For 1 participant, tangible reinforcement resulted in increased frequency of correct answers, and direct prompting of correct answers was eventually conducted for the final participant. The IDKPTM response generalized to untargeted unknown questions with 3 participants. Results of person and setting generalization probes varied, but some generalization eventually occurred for all participants following additional training or interspersal of probe trials with training trials. Only logged in customers who have purchased this product may leave a review.
| Certification Body | Credits | Type |
|---|---|---|
| BACB | 1.5 | Ethics |
Dig into the research behind this topic — plain-English summaries written for BCBAs.
280 research articles with practitioner takeaways
279 research articles with practitioner takeaways
258 research articles with practitioner takeaways
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.