Day 1: Strategies for Teaching Complex Intraverbals to Children with Autism Spectrum Disorder matters because it changes what a BCBA notices when decisions have to hold up in case conceptualization, intervention design, staff training, and literature-informed problem solving. In Day 1: Strategies for Teaching Complex Intraverbals to Children with Autism Spectrum Disorder, for this course, the practical stakes show up in stronger conceptual consistency and better translational decision making, not in abstract discussion alone.
Provider: BehaviorLive — via The Verbal Behavior Conference
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Join Free →Intraverbals are important for social, academic, and problem-solving skills. Some children with autism spectrum disorder (ASD) have difficulties developing functional intraverbal repertoires due to the range in complexity of the verbal antecedent stimulus from simple to complex control. Despite the range in complexity, there is little published research on procedures for teaching intraverbals under multiple control to children with ASD. In this presentation, I will describe research conducted on several procedures for teaching intraverbals under complex stimulus control including errorless learning, differential observing responses, and blocked-trials procedures and I will give suggestions for future research and practice.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
| COA | 1 | — |
Dr. Kisamore has been working in the field of behavior analysis for over 15 years. She worked and trained at the Marcus Institute, received her M.A. in Behavior Analysis from Western Michigan University, and completed her Ph.D. in Behavior Analysis at Western New England University. She is currently an Associate Professor and the Director of Programs in Applied Behavior Analysis at Hunter College. Dr. Kisamore is also a co-owner and Director at North Jersey Behavioral Health Services, a center designed to provide services to individuals with disabilities and their families. Dr. Kisamore has published in areas such as verbal behavior, problem solving, social skills, functional analysis, and parent training in books and several peer-reviewed journals and presented her work at local, national, and international conferences. She is currently Past-Chair of the Verbal Behavior Special Interest Group, on the editorial board for the Journal of Applied Behavior Analysis and Journal of Behavioral Education, has served as a guest associate editor for Journal of Applied Behavior Analysis and The Analysis of Verbal Behavior, and has served as a reviewer for several journals including The Analysis of Verbal Behavior, Behavioral Interventions, The Psychological Record, Education and Treatment of Children, and Learning and Behavior.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
280 research articles with practitioner takeaways
258 research articles with practitioner takeaways
239 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.