View in EDS

Acquisition of Incidental Bidirectional Naming: Isolating the Effects of Probing and Mixed-Operant Instruction

Saved in:
Bibliographic Details
Title: Acquisition of Incidental Bidirectional Naming: Isolating the Effects of Probing and Mixed-Operant Instruction
Language: English
Authors: Heidi Skorge Olaff (ORCID 0000-0002-5462-1334), Per Holth
Source: Analysis of Verbal Behavior. 2025 41(2):200-234.
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: 35
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Incidental Learning, Naming, Operant Conditioning, Responses, Repetition, Listening Skills, Speech Skills, Autism Spectrum Disorders, Delayed Speech, Preschool Children
DOI: 10.1007/s40616-025-00221-1
ISSN: 0889-9401
2196-8926
Abstract: The primary purpose of the present experiment was to explore the extent to which repeated probing contributes to the establishment of incidental bidirectional naming (Inc-BiN). Whenever repetitive probes alone did not suffice to establish Inc-BiN, we investigated whether mixed-operant instruction (MOI)--the rapid rotation of operants within each of a series of trial blocks--improved Inc-BiN. Nine children with autism or language delays aged 3-6 participated. Three of nine participants were exposed to an extended-baseline condition, while the remaining six were exposed to one of two brief-baseline conditions before MOI. We used a multiple probe design across three novel stimulus sets, to isolate the effects of repeated probing. During post-MOI Inc-BiN probes, all participants across conditions demonstrated the emergence of Inc-BiN. Repetitive probes sufficed to establish Inc-BiN in two of three participants who were assigned to the extended-baseline condition, while for the third, Inc-BiN improved after MOI. In addition, we examined the extent to which the probe sequence impacted Inc-BiN skills. Three participants, P1, P2, and P3, were exposed to speaker (tacts) probes first, while the remaining six were exposed to listener probes first. During generative Inc-BiN probes, when testing speaker responses before listener responses (P1-P3), only listener responses emerged for two of them. In contrast, when testing listener before speaker responses, both repertoires were observed for three (P4, P5, and P7) of six participants. A one-month follow-up Inc-BiN probe demonstrated maintenance of listener responses for seven of eight participants, and tacts were maintained for three of them.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500121
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1500121
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Acquisition of Incidental Bidirectional Naming: Isolating the Effects of Probing and Mixed-Operant Instruction
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Heidi+Skorge+Olaff%22">Heidi Skorge Olaff</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5462-1334">0000-0002-5462-1334</externalLink>)<br /><searchLink fieldCode="AR" term="%22Per+Holth%22">Per Holth</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Analysis+of+Verbal+Behavior%22"><i>Analysis of Verbal Behavior</i></searchLink>. 2025 41(2):200-234.
– Name: Avail
  Label: Availability
  Group: Avail
  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/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 35
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Incidental+Learning%22">Incidental Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Naming%22">Naming</searchLink><br /><searchLink fieldCode="DE" term="%22Operant+Conditioning%22">Operant Conditioning</searchLink><br /><searchLink fieldCode="DE" term="%22Responses%22">Responses</searchLink><br /><searchLink fieldCode="DE" term="%22Repetition%22">Repetition</searchLink><br /><searchLink fieldCode="DE" term="%22Listening+Skills%22">Listening Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Skills%22">Speech Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Autism+Spectrum+Disorders%22">Autism Spectrum Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Delayed+Speech%22">Delayed Speech</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s40616-025-00221-1
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0889-9401<br />2196-8926
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The primary purpose of the present experiment was to explore the extent to which repeated probing contributes to the establishment of incidental bidirectional naming (Inc-BiN). Whenever repetitive probes alone did not suffice to establish Inc-BiN, we investigated whether mixed-operant instruction (MOI)--the rapid rotation of operants within each of a series of trial blocks--improved Inc-BiN. Nine children with autism or language delays aged 3-6 participated. Three of nine participants were exposed to an extended-baseline condition, while the remaining six were exposed to one of two brief-baseline conditions before MOI. We used a multiple probe design across three novel stimulus sets, to isolate the effects of repeated probing. During post-MOI Inc-BiN probes, all participants across conditions demonstrated the emergence of Inc-BiN. Repetitive probes sufficed to establish Inc-BiN in two of three participants who were assigned to the extended-baseline condition, while for the third, Inc-BiN improved after MOI. In addition, we examined the extent to which the probe sequence impacted Inc-BiN skills. Three participants, P1, P2, and P3, were exposed to speaker (tacts) probes first, while the remaining six were exposed to listener probes first. During generative Inc-BiN probes, when testing speaker responses before listener responses (P1-P3), only listener responses emerged for two of them. In contrast, when testing listener before speaker responses, both repertoires were observed for three (P4, P5, and P7) of six participants. A one-month follow-up Inc-BiN probe demonstrated maintenance of listener responses for seven of eight participants, and tacts were maintained for three of them.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1500121
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1500121
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s40616-025-00221-1
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 35
        StartPage: 200
    Subjects:
      – SubjectFull: Incidental Learning
        Type: general
      – SubjectFull: Naming
        Type: general
      – SubjectFull: Operant Conditioning
        Type: general
      – SubjectFull: Responses
        Type: general
      – SubjectFull: Repetition
        Type: general
      – SubjectFull: Listening Skills
        Type: general
      – SubjectFull: Speech Skills
        Type: general
      – SubjectFull: Autism Spectrum Disorders
        Type: general
      – SubjectFull: Delayed Speech
        Type: general
      – SubjectFull: Preschool Children
        Type: general
    Titles:
      – TitleFull: Acquisition of Incidental Bidirectional Naming: Isolating the Effects of Probing and Mixed-Operant Instruction
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Heidi Skorge Olaff
      – PersonEntity:
          Name:
            NameFull: Per Holth
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0889-9401
            – Type: issn-electronic
              Value: 2196-8926
          Numbering:
            – Type: volume
              Value: 41
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Analysis of Verbal Behavior
              Type: main
ResultId 1