Evaluating Stimulus-Stimulus Pairing and Direct Reinforcement in the Establishment of an Echoic Repertoire of Children Diagnosed with Autism

Many children with autism do not imitate adult vocalizations, an important skill in learning to talk. Pairing adult vocalizations with preferred stimuli has been shown to increase free-operant vocalizations but effects are temporary; thus, direct reinforcement may be necessary to establish durable vocal behaviors. In Experiment 1, directly reinforced echoic responses did not increase following stimulus-stimulus pairings in three children with autism. Similarly, pairings did not increase free-operant vocalizations in Experiment 2, a replication of Miguel et al. (2002). Experiment 3 demonstrated that shaping increased vowel frequency for one participant. Results suggest that variables are yet to be delineated that influence effectiveness of a stimulus-stimulus pairing procedure on vocalization frequency and acquisition of a verbal operant following such pairings.     

Analyzing Stimulus-Stimulus Pairing Effects on Preferences for Speech Sounds

Several studies have demonstrated effects of stimulus-stimulus pairing (SSP) on children's vocalizations, but numerous treatment failures have also been reported. The present study attempted to isolate procedural variables related to failures of SSP to condition speech sounds as reinforcers. Three boys diagnosed with autism-spectrum disorders participated. Phase 1 was designed to assess SSP effects on production of auditory stimuli via button pressing. When SSP failed to produce a preference for the target stimulus, we instituted a series of procedural manipulations intended to address potential reasons for failure. One participant preferred the target stimulus when given the opportunity to select preferred items for pairing prior to each session, but a subsequent reversal attempt produced ambiguous results. Two participants showed no consistent preference in Phase 1 and underwent a within-session reinforcer evaluation in Phase 2, in which alternative controlling variables were demonstrated by delivering preferred stimuli contingent on button pressing.     

Stimulus-Stimulus Pairing to Increase Vocalizations in Children with Language Delays: a Review

Stimulus-stimulus pairing (SSP) is a procedure used to increase vocalizations in children with significant language delays. However, results from studies that have examined the effectiveness of SSP have been discrepant. The following review of the literature summarizes the results from 13 experiments published between 1996 and 2014 that used this procedure with children with language delays. Studies were analyzed across various participant and procedural variables, and an effect size estimate (nonoverlap of all pairs) was calculated for a portion of the participants in the studies reviewed. Results indicated an overall moderate intervention effect for SSP of speech sounds. Recommendations are provided for future researchers about information to report and potential avenues for future studies.     

The Effects of Contingent Caregiver Imitation of Infant Vocalizations: a Comparison of Multiple Caregivers

The present study replicated and extended the Pelaez et al. (Journal of Applied Behavior Analysis 44:33–40, 2011) study, which examined the reinforcing effects of mothers’ contingent imitation of their infants’ vocalizations. Three infants aged 7–12 months who could vocalize sounds but not words participated with two caregivers for each infant (i.e., triads). During the intervention phase, the caregivers were asked to immediately imitate all vocalizations emitted by the child for a 3-min period. During the yoked control phase, the caregivers listened to an audio recording from the preceding condition and provided vocalizations non-contingently on the infants’ responses. The procedures yielded different results across participants; one infant emitted a higher frequency of vocalizations during the contingent imitation phases over the control phases, and the other two infants showed higher rates of responding during the control phases. However, all infants emitted more imitative return vocalizations during contingent reinforcement conditions compared with the yoked control condition.     

Assessing the Effects of Observational Conditioning and Response-Contingent Pairing on the Vocalizations of Children With Autism Spectrum Disorder

Children with autism spectrum disorder (ASD) often display impairments in communication, such as limited echoic behavior, few vocal-verbal responses, and a lack of functional communication. One potential way to foster the acquisition of vocal responses in individuals with disabilities is by conditioning vocalizations as reinforcers. Conditioning procedures include stimulus–stimulus pairing, response-contingent pairing (RCP), operant discrimination training, and observational conditioning (OC). However, previous research has not evaluated whether OC can be used to condition vocalizations as reinforcers. The current study assessed whether two conditioning procedures, RCP and OC, were effective in conditioning vocalizations as a reinforcer and also evaluated their effect on the rate of vocalizations. Participants included three children with ASD, ages 5–10 years old. During the conditioning phase, rates of vocalizations during the RCP and OC conditions and a control condition were compared within an adapted alternating-treatments design. Reinforcer assessments were completed in a multielement design, pre- and postconditioning, to assess whether the target vocalizations acquired reinforcing properties. A conditioning effect and an increase in the rate of vocalizations were observed for two of the three participants; however, the conditioning effect was minor for one participant. Overall, the results of this study indicate both the RCP and OC procedures may be beneficial in increasing vocalizations for some children and could be incorporated into clinical programs and further explored in future research.     

Recombinative Generalization of Tacts Through Matrix Training with Individuals with Autism Spectrum Disorder

Foss (Journal of Experimental Psychology, 76, 450–459, 1968a; Journal of Experimental Psychology, 77, 341–344, 1968b) compared overlap and non-overlap instruction to promote recombinative response generalization using a matrix training procedure. In the present study, we used a similar set of procedures to teach tacting of kitchen items and prepositions (i.e., relational autoclitics) to three females ages 13–20, diagnosed with autism spectrum disorder. We taught some kitchen items/prepositions as tacts (e.g., “the strainer is to the right of the box”) according to a non-overlap instructional sequence. Subsequently, we taught more combinations in an overlap instructional sequence. Each training procedure was followed by probes of untrained relations. Two participants demonstrated recombinative generalization of untrained combinations following the first non-overlap phase, while the third participant demonstrated some response generalization of untrained relations after a few additional training sequences. All three participants demonstrated generalized tacting of object components while two participants showed generalized tacting of preposition components.     

Establishing Concurrent Mands for Items and Mands for Information about Location in Children with Autism

This study replicated and extended the methodology used in Howlett et al. (Journal of Applied Behavior Analysis, 44, 943–947 2011) to bring the mands “Where’s (item)?” and “I want (item)” under appropriate antecedent control in two boys diagnosed with autism. Trials were alternated in which items were present, missing, and within view (but inaccessible) and missing and out of view. To program for generalization, fifteen items, multiple trainers, and multiple settings were used during teaching. For both participants, manding generalized to novel items, instructors, settings, and situations and maintained after 2 weeks following teaching. Results of the social validity assessment indicated that school staff found the procedures highly acceptable.     

The effects of tact training on stereotypic vocalizations in children with autism

This study was a systematic extension of Karmali, Greer, Nuzzulo-Gomez, Ross, and Rivera-Valdes (2005) and Ahearn, Clark, MacDonald, and Chung (2007). We investigated the effects of a tact correction procedure on stereotypic vocalizations in 4 children diagnosed with autism who ranged in age from 6 to 16 years. Participants had limited vocal verbal repertoires and were primarily dependent on prompts for the emission of appropriate vocalizations. A multiple-baseline design across participants was used. Data were collected on instances of stereotypic vocalizations and independent tacts during baseline conditions and on instances of stereotypic vocalizations, independent tacts, and echoic-tacts during intervention. Procedural integrity and social validity data were also obtained. The results indicated a decrease in stereotypic vocalizations for 3 of the 4 participants and a slight increase in appropriate vocal verbal behavior (i.e., tacting) for all participants. The study provides support for the use of tact correction procedures to decrease stereotypic vocalizations and increase appropriate vocalizations in children with autism.     

The Effects of a Stimulus-Stimulus Pairing Procedure on the Unprompted Vocalizations of a Young Child Diagnosed with Autism

The current study evaluated the effects of a stimulus-stimulus pairing procedure intended to increase spontaneous vocalizations of a young child diagnosed with autism. A multiple-baseline design across two target phonemes was used to evaluate the effects of the pairing procedure on the frequency of phonemes uttered by the participant. Data were collected during presession, postsession, and follow-up periods across three conditions: Baseline, Control, and Pairing. During the Pairing conditions, a target phoneme was repeatedly vocalized by the experimenter and was systematically paired with preferred stimuli. Results from postsession observations following the pairing condition evidenced no increase in the target sounds. Practical and theoretical implications of the results are discussed.     

What is the Melody of That Voice? Probing Unbiased Recognition Accuracy with the Montreal Affective Voices

The present study aimed to clarify how listeners decode emotions from human nonverbal vocalizations, exploring unbiased recognition accuracy of vocal emotions selected from the Montreal Affective Voices (MAV) (Belin et al. in Trends Cognit Sci 8:129–135, 2008. doi: 10.1016/j.tics.2004.01.008). The MAV battery includes 90 nonverbal vocalizations expressing anger, disgust, fear, pain, sadness, surprise, happiness, sensual pleasure, as well as neutral expressions, uttered by female and male actors. Using a forced-choice recognition task, 156 native speakers of Portuguese were asked to identify the emotion category underlying each MAV sound, and additionally to rate the valence, arousal and dominance of these sounds. The analysis focused on unbiased hit rates (H_u Score; Wagner in J Nonverbal Behav 17(1):3–28, 1993. doi: 10.1007/BF00987006), as well as on the dimensional ratings for each discrete emotion. Further, we examined the relationship between categorical and dimensional ratings, as well as the effects of speaker’s and listener’s sex on these two types of assessment. Surprise vocalizations were associated with the poorest accuracy, whereas happy vocalizations were the most accurately recognized, contrary to previous studies. Happiness was associated with the highest valence and dominance ratings, whereas fear elicited the highest arousal ratings. Recognition accuracy and dimensional ratings of vocal expressions were dependent both on speaker’s sex and listener’s sex. Further, discrete vocal emotions were not consistently predicted by dimensional ratings. Using a large sample size, the present study provides, for the first time, unbiased recognition accuracy rates for a widely used battery of nonverbal vocalizations. The results demonstrated a dynamic interplay between listener’s and speaker’s variables (e.g., sex) in the recognition of emotion from nonverbal vocalizations. Further, they support the use of both categorical and dimensional accounts of emotion when probing how emotional meaning is decoded from nonverbal vocal cues.     

Is a Reasonable Attempt Reasonable? Shaping Versus Reinforcing Verbal Attempts of Preschoolers with Autism

The effectiveness of a language-training procedure that emphasized reinforcing vocal “reasonable attempts” (any response directed at an interventionist and within a broader class of correct responses) was compared with a procedure that emphasized shaping (reinforcing successive approximations that more closely resembled the target vocalization). Three preschoolers who had been diagnosed with autism spectrum disorders participated in the study. Data indicated that the children mastered vocal skills more rapidly when they learned through shaping than in the reasonable attempts condition. Implications for teaching children with autism spectrum disorders are discussed.     

Using Stimulus-Stimulus Pairing and Direct Reinforcement to Teach Vocal Verbal Behavior to Young Children With Autism

In this study the effect of a stimulus-stimulus pairing procedure was used as part of a clinical investigation to increase vocalizations for two young children diagnosed with autism. This procedure involved pairing a vocal sound with a preferred stimulus (e.g., toy) to condition automatic reinforcement. In addition, this study assessed the effects of a direct reinforcement procedure to bring a vocalization under echoic control following the pairing procedure for 1 of the participants. The results showed the pairing procedure was used successfully to increase a vocalization for one of the participants, and the vocalization was brought under echoic control.     

Extending the Assessment of Functions of Vocalizations in Children with Limited Verbal Repertoires

The current study examined the effectiveness of an experimental functional analysis for assessing the functions of emergent vocal-verbal behavior in children with developmental disabilities. Experiment 1 consisted of a systematic replication of Lerman et al. (2005). Participants were 3 children with developmental disabilities, between the ages of 2 and 5 years, with limited vocal-verbal repertoires, who could emit at least two clear vocalizations. Results indicated that for all participants, targeted vocalizations functioned as mands, tacts, or both. The purpose of Experiment 2 was to address some of the limitations of Experiment 1 while using a different experimental design. Results of Experiment 2 suggested that participants'' targeted vocalizations served as tacts, echoics, or both. Results are discussed in terms of the utility of this methodology for the selection and development of effective language interventions as well as implications for our current knowledge of verbal behavior.     

Distributive justice and the Nash bargaining solution

Suppes-Sen dominance or SS-proofness (SSP) is a commonly accepted criterion of impartiality in distributive justice. Mariotti (Review of Economic Studies, 66, 733–741, 1999) characterized the Nash bargaining solution using Nash’s (Econometrica, 18, 155–162, 1950) scale invariance (SI) axiom and SSP. In this article, we introduce equity dominance (E-dominance). Using the intersection of SS-dominance and E-dominance requirements, we obtain a weaker version of SSP (WSSP). In addition, we consider α ? SSP, where α measures the degree of minimum acceptable inequity aversion; α ? SSP is weaker than weak Pareto optimality (WPO) when α = 1. We then show that it is still possible to characterize the Nash solution using WSSP and SI only or using α -SSP, SI, and individual rationality (IR) only for any \({\alpha \in [0,1)}\). Using the union of SS-dominance and E-dominance requirements, we obtain a stronger version of SSP (SSSP). It turns out that there is no bargaining solution that satisfies SSSP and SI, but the Egalitarian solution turns out to be the unique solution satisfying SSSP.     

The Effects of Auditory Tact and Auditory Imagining Instructions on the Emergence of Novel Intraverbals

The current research investigated whether intraverbals would emerge following auditory tact instruction. Participants were first taught to tact auditory stimuli by providing the name of the item or animal that produces the sound (e.g., saying “eagle” when presented with the recording of an eagle cawing). Following test probes for simple intraverbals as well as intraverbal categorization participants were taught to tact what each auditory stimulus is (e.g., saying “caw” when presented with the recording of an eagle cawing). Following both tact instructional phases, the effects of an auditory imagining instruction procedure on target intraverbals were examined. Results indicate that following both tact instructional phases, intraverbals increased for three of four participants. Auditory imagining instruction was sufficient for two of four participants to reach mastery criterion, and two of four participants needed some direct instruction. Low covariation between simple intraverbal and categorization was also observed. Functional interdependence between tacts and intraverbals and the possible role of a conditioned hearing response are discussed.     

Teaching Children With Autism Spectrum Disorder to Mand “Why?”

For most children with autism spectrum disorder (ASD), manding for information is an important skill that must be systematically taught. Although previous studies have evaluated interventions for teaching other mands for information, to date no studies have demonstrated effective procedures for teaching the mand “why?” The purpose of the present study was to teach 3 children with ASD to mand “why?” under relevant establishing operation conditions in 3 distinct scenarios. A trial-unique multiple-exemplar procedure was used to promote generalization and increase the value of information provided across trials. All 3 participants learned to mand “why?” in all 3 scenarios within a mean of 18 sessions (range 14–21 sessions), demonstrated generalization to novel stimuli and settings, and maintained this skill over time. Social validity for the intervention had an overall mean of 5.88 (range 1–7).     

Thirty Points About Motivation From Skinner’s Book Verbal Behavior

Skinner discussed the topic of motivation in every chapter of the book Verbal Behavior (1957), usually with his preferred terminology of “deprivation, satiation, and aversive stimulation.” In the current paper, direct quotations are used to systematically take the reader through 30 separate points made by Skinner in Verbal Behavior that collectively provide a comprehensive analysis of his position regarding the role of motivation in behavior analysis. In addition, various refinements and extensions of Skinner''s analysis by Jack Michael and colleagues (Laraway, Snycerski, Michael, & Poling, 2003; Michael, 1982, 1988, 1993, 2000, 2004, 2007) are incorporated, along with suggestions for research and applications for several of the points.     

Use of a Modified Chaining Procedure with Textual Prompts to Establish Intraverbal Storytelling

Echoic, tact, and textual transfer procedures have been proven successful in establishing simple intraverbals (Braam and Poling Applied Research in Mental Retardation, 4, 279–302, 1983; Luciano Applied Research in Mental Retardation, 102, 346–357, 1986; Watkins et al. The Analysis of Verbal Behavior, 7, 69–81, 1989). However, these strategies may be ineffective for some children due to the complexity of the targeted intraverbals. The current study investigated the use of a novel procedure which included a modified chaining procedure and textual prompts to establish intraverbal behavior in the form of telling short stories. Visual prompts and rule statements were used with some of the participants in order to produce the desired behavior change. Results indicated that the procedure was effective for teaching retelling of short stories in three children with autism.     

Teaching Children with Autism to Mand for Information Using “Why?” as a Function of Denied Access

The current study evaluated a procedure used to teach two children with autism to ask “why” questions maintained by causal information about an event. To increase the value of information as a reinforcer, the experimenter denied access to preferred items and did not provide a reason for the denial. Participants were taught to ask “why” questions and were provided with information that led them to access preferred items. To ensure that “why” questions only occurred when the information was valuable, we included a condition wherein access to preferred items was restricted but causal information was available. Both participants learned to ask “why” questions when causal information was not available and refrained from asking “why” questions when causal information was available.