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Verbal Behavior Analysis of Teaching Story Recall to Children with Autism: A Replication and Extension

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Title: Verbal Behavior Analysis of Teaching Story Recall to Children with Autism: A Replication and Extension
Language: English
Authors: Conine, Daniel E. (ORCID 0000-0002-2752-7035), Guerrero, Lisa A., Jones-Thomas, Erica, Frampton, Sarah E., Vollmer, Timothy R., Smith-Bonahue, Tina
Source: Analysis of Verbal Behavior. Jun 2023 39(1):118-145.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 28
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Descriptors: Autism Spectrum Disorders, Recall (Psychology), Verbal Communication, Children, Reading Skills, Reading Comprehension, Story Reading, Intervention
DOI: 10.1007/s40616-023-00183-2
ISSN: 0889-9401
2196-8926
Abstract: Children with autism spectrum disorder (ASD) may struggle with verbal behavior related to recall in various contexts. However, relatively little research has evaluated methods for improving recall among this population, and even fewer from a verbal behavior perspective. One socially important set of skills that relies upon a behavioral repertoire of recall is applied reading skills, such as reading comprehension and story recall. Valentino et al. (2015) designed an intervention package to teach children with ASD to recall short stories and conceptualized the behavior as an intraverbal chain. The present study replicated and extended that study with three school-aged children with ASD using a multiple baseline design across stories. For some participants and some stories, story recall was mastered under less intensive intervention conditions than in the previous study. When it was necessary to implement the full intervention package, the effects largely replicated previous research. Improvements in recall were correlated with increases in correct answers to comprehension questions. These data have important implications for clinicians and educators providing reading and recall interventions to children with ASD. Results also have theoretical implications for verbal behavior accounts of memory and recall, and suggest several possible avenues for future research.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1383043
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Conine%2C+Daniel+E%2E%22">Conine, Daniel E.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2752-7035">0000-0002-2752-7035</externalLink>)<br /><searchLink fieldCode="AR" term="%22Guerrero%2C+Lisa+A%2E%22">Guerrero, Lisa A.</searchLink><br /><searchLink fieldCode="AR" term="%22Jones-Thomas%2C+Erica%22">Jones-Thomas, Erica</searchLink><br /><searchLink fieldCode="AR" term="%22Frampton%2C+Sarah+E%2E%22">Frampton, Sarah E.</searchLink><br /><searchLink fieldCode="AR" term="%22Vollmer%2C+Timothy+R%2E%22">Vollmer, Timothy R.</searchLink><br /><searchLink fieldCode="AR" term="%22Smith-Bonahue%2C+Tina%22">Smith-Bonahue, Tina</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Analysis+of+Verbal+Behavior%22"><i>Analysis of Verbal Behavior</i></searchLink>. Jun 2023 39(1):118-145.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Children with autism spectrum disorder (ASD) may struggle with verbal behavior related to recall in various contexts. However, relatively little research has evaluated methods for improving recall among this population, and even fewer from a verbal behavior perspective. One socially important set of skills that relies upon a behavioral repertoire of recall is applied reading skills, such as reading comprehension and story recall. Valentino et al. (2015) designed an intervention package to teach children with ASD to recall short stories and conceptualized the behavior as an intraverbal chain. The present study replicated and extended that study with three school-aged children with ASD using a multiple baseline design across stories. For some participants and some stories, story recall was mastered under less intensive intervention conditions than in the previous study. When it was necessary to implement the full intervention package, the effects largely replicated previous research. Improvements in recall were correlated with increases in correct answers to comprehension questions. These data have important implications for clinicians and educators providing reading and recall interventions to children with ASD. Results also have theoretical implications for verbal behavior accounts of memory and recall, and suggest several possible avenues for future research.
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