Emergence of Verbal Operants and the Development of Advanced Repertoire in Children with Autism is the kind of topic that looks straightforward until it collides with the speed, ambiguity, and competing demands of language assessment, teaching sessions, caregiver coaching, and natural communication routines. In Emergence of Verbal Operants and the Development of Advanced Repertoire in Children with Autism, for this course, the practical stakes show up in clearer case conceptualization, better instructional targets, and stronger generalization, not in abstract discussion alone.
Provider: BehaviorLive — via The Verbal Behavior Conference
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Join Free →Focused behavior interventions for children with autism and other developmental disabilities typically target each verbal operant individually and build complexity as children expand their verbal repertoire (Sundberg & Partington, 1999). Considering the extent of a person's verbal repertoire, it is unrealistic to believe that one can directly teach every topography of verbal behavior to a child with language delays, particularly regarding advanced verbal repertoire. Therefore, it is important not only to evaluate the effectiveness of verbal behavior interventions but also to identify strategies that can efficiently promote the acquisition of new responses. Research has shown that environmental conditions can be arranged to facilitate the emergence of novel, untrained verbal responses. This talk will discuss the research and strategies to promote the emergence of novel, advanced responses when programming verbal behavior instructions for children with autism.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
Dr. Andresa De Souza is an Assistant Professor at the University of Missouri – St. Louis and currently serves as the Dissemination Coordinator for the Verbal Behavior Special Interest Group (VB SIG). She received a Master’s in Behavior Analysis and Therapy from Southern Illinois University in Carbondale and a Ph.D. in Applied Behavior Analysis from the University of Nebraska Medical Center. She completed her Post-Doctoral Fellowship at Marcus Autism Center and Emory University in Atlanta. During her studies, Dr. De Souza gained valuable experience in early intervention applications for children with autism, the assessment and treatment of severe problem behavior, and autism diagnosis. She has supervised behavior analysts and worked as a consultant for international sites. She has published several peer-reviewed articles on the applications of Skinner’s verbal behavior for the intervention of children with autism and serves on the Editorial Board of The Analysis of Verbal Behavior and the Journal of Applied Behavior Analysis. Her research focuses on strategies for teaching verbal behavior, the arrangement of conditions that can facilitate the emergence of novel language and decrease restricted stimulus control, and parent and teacher training.
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.