Emergent intraverbal responses via tact and match-to-sample instruction.
The present investigation evaluated the effectiveness of category tact and match-to-sample instruction in facilitating the emergence of intraverbal responses (i.e., naming several items belonging to a specific category) for 2 children with autism. Results demonstrated the emergence of untaught responses, suggesting an effective instructional protocol for establishing intraverbal responses without direct instruction.
Southern Illinois University, Carbondale, Illinois, USA.
Leigh
L
Grannan
Ruth Anne
RA
Rehfeldt
D001321:Autistic Disorder / Q000523:psychology / Q000534:rehabilitation*; D002675:Child, Preschool; D003210:Concept Formation; D005260:Female; D006801:Humans; D007398:Interpersonal Relations; D007802:Language; D008297:Male; D013663:Teaching; D014705:Verbal Behavior / Q000502:physiology*