Systematic Review of Verbal Operants Taught in Speech Generating Device Research from Skinner’s Analysis of Verbal Behavior

Skinner’s (1957) book Verbal Behavior is a critical tool in designing effective communication programs for individuals with limited speech. The purpose of this systematic review was to analyze the speech generating device (SGD) research literature from Skinner’s taxonomy of primary verbal operants. An extraction procedure yielded 56 studies published between 1995 and 2018, with a total of 221 participants, most of whom had autism spectrum disorder (ASD) or an intellectual and developmental disability (IDD). The large majority of SGD studies, 42, targeted multiply-controlled mands, whereas a handful of studies targeted verbal operants that were not mands. Few studies employed procedures for fading contrived sources of stimulus control to promote spontaneous responding, and few studies targeted more sophisticated, topography-based responses (i.e., typing, speech). Results of the review highlight the need for better dissemination of Skinner’s Verbal Behavior, the need for research to evaluate effects of SGD in teaching a greater variety of spontaneous verbal operants, and the need to focus on application of SGD with populations beyond individuals with ASD and IDD

Effects of Smart Watch-Delivered Text Messaging on Social Initiations of Adolescents with Autism Spectrum Disorder

Children with autism spectrum disorder (ASD) experience challenges with social skills when interacting with peers, which can affect their ability to form friendships and participate in inclusive settings. This study evaluated text messaging prompts and prompt fading delivered by a smart watch to increase social initiations of three adolescent students with ASD and their peers without ASD. We used a single-case, multiple probe across participants design to assess participants’ level of and type of independent and prompted appropriate social initiations without and with the intervention. Textual prompts substantially increased each participant’s social initiations compared to baseline. Two participants remained reliant on textual prompts to make initiations, whereas the third was less reliant on prompts and continued to make independent initiations after prompts were completely faded. Participants’ social skills gains maintained up to three weeks following intervention and participants and parents reported agreement with the goals, procedures, and outcomes of the strategy

Surveying Professionals\u27 Views of Positive Behavior Support and Behavior Analysis

Positive behavior support (PBS) is an empirically driven approach to improve quality of life influenced by the science of behavior analysis. Recent discussions have evolved around PBS, behavior analysis, and their relationship within education and human services fields. To date, few data have been offered to guide behaviorally oriented professionals with respect to PBS and behavior analysis as complementary approaches. In this article, the authors surveyed 847 behavioral professionals about their views of PBS and behavior analysis. Results indicate small but consistent differences between those who affiliate exclusively with either PBS or behavior analysis in regards to their ratings of the importance of service delivery methods, values, and research methods. Although statistically significant differences emerged, both groups provided generally favorable ratings for core components of PBS and behavior analysis. Historical analysis of differences and similarities are discussed, as are considerations for future relations between the two groups