Fluent speakers regularly demonstrate transfer of stimulus control within their daily verbal episodes. Of primary importance in this verbal episode is the ease with which a novel response is first acquired under one source of control, and then transferred to another: “He has never been reinforced for this response in the manner required to construct a mand” (Skinner, 1957, p. “Buy me that doodler!” the child spontaneously mands. “That, my boy, is a doodler,” his father replies, providing the echoic stimulus that is commonly used to condition control of the tact. Imagine a child who walks into a toy store and sees a preferred item on the top shelf, said Skinner ( 1957, p. That is, their verbal behavior has been adequately conditioned under some, but not all, relevant properties of the environment. Although early intensive behavioral intervention has been shown to remediate the language skills of individuals with ASD, the inability of some children to develop fluent speech may be a function of stimulus overselectivity (Brown & Bebko, 2012 Reed, Stahmer, Suhrheinrich, & Schreibman, 2013). Of those who develop language, less than half attain fluency (Wodka, Mathy, & Kalb, 2013). ( 2011) estimated that approximately one quarter of individuals with ASD are nonverbal.
Language impairment is a core deficit of autism spectrum disorder (ASD). Implications for implementing referent-based instruction, as well as future areas of research, are discussed. Results of pretest and posttest comparisons show that there was a large effect size within the verbal behavior gains of participants who received precision teaching. Relative strengths and weaknesses were identified in the verbal repertoire of each participant, and individualized fluency aims were subsequently developed. This article details the language gains made by 49 participants who received 13 weeks of intervention for 90 min a day, 4 days a week. Referent-based instruction is premised on the notion that proportionate levels of strength among these 4 operants provide the relational flexibility of naturalistic speaking observed in typical language development. Participants received referent-based verbal behavior instruction to strengthen their functional language skills by systematically transferring stimulus control across 4 primary verbal operants: mands, echoics, tacts, and sequelics. From 2013 to 2018, a high-research-activity doctoral university in the south-central United States operated a free clinic that provided applied behavior anlaysis services to early learners in the local community. The current study evaluated the use of precision teaching to address the verbal behavior deficits of children with autism and other language disorders.
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