title: Effects of dictation-taking and match-to-sample training on listing and spelling responses in adults with intellectual disabilities.
abstract: Several studies have demonstrated that conditions can be arranged to promote increases in a nontargeted verbal operant following instruction of another verbal operant. In the current study, we used a multiple baseline design to evaluate the effects of 2 instructional protocols on nontargeted verbal repertoires (listing of synonyms and vocal spelling of these synonyms) in adults with intellectual disabilities. In Experiment 1, participants were instructed in taking dictation and were tested for the vocal spelling of the words taught during instruction. In Experiment 2, participants were taught to match printed words to their printed synonyms and tested for the vocal spelling and listing of synonyms. In both experiments, interventions promoted increases in nontargeted verbal skills.
authors.affiliation: Southern Illinois University at Carbondale.
authors.forename: Andresa A
authors.initials: AA
authors.lastname: De Souza
authors.forename: Ruth Anne
authors.initials: RA
authors.lastname: Rehfeldt
mesh_terms: D000293:Adolescent; D000328:Adult; D001521:Behavior Therapy / Q000379:methods*; D016002:Discriminant Analysis; D004192:Discrimination, Psychological; D006801:Humans; D008607:Intellectual Disability / Q000523:psychology / Q000628:therapy*; D008297:Male; D015203:Reproducibility of Results; D014705:Verbal Behavior; D014706:Verbal Learning; D014825:Vocabulary; D055815:Young Adult
keywords: conditional discrimination; intellectual disabilities; intraverbals; taking dictation; verbal behavior; vocal spelling