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VB NEWS Volume 3, Issue 1, 2003

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VB NewsThe Official Publication of the

Verbal Behavior Special Interest GroupVol. 3 Issue 1 May 2003

TABLE OF CONTENTS

Matthew P. Normand. Center for Autism and Related Disorders. Editorial. 2

Bill Potter. California State University, Stanislaus. Report from the Chair. 3

Caio Miguel. Western Michigan University. Jack Michael Retires. 4

Michael D. Hixson. Central Michigan University. An Interview with Jack Michael. 6

Sam Leigland. Gonzaga University. An Update on The Analysis of Verbal Behavior. 10

Caroline Magyar & Dennis Mozingo. University of Rochester Medical Center.Applications of Skinner’s Verbal behavior in the Public Schools. 12

Ted Schoneberger. Stanislaus County Office of Education and California StateUniversity, Stanislaus. Redrawing the Verbal/Nonverbal Distinction: A Critique ofRelational Frame Theory. 15

Sam Leigland. Gonzaga University. Required Readings for Those Interested inVerbal Behavior. 18

Michael D. Hixson. Central Michigan University. Come One, Come All: VerbalBehavior Events at ABA 2003 (San Francisco). 20

Submission Guidelines 28


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EditorialMatthew P. Normand, Ph.D.

Center for Autism and Related Disorders

After a year’s hiatus I am happy to introduce thislatest issue of VB News. I am confident thatyou will find this issue chock full of excellentarticles on a variety of important topics andwritten by some notable scholars. The highquality of contributions to this issue is surely awonderful indicator of things to come. As istradition, this pre-conference edition includes anupdate on the goings-on at The Analysis ofVerbal Behavior graciously supplied by currenteditor Sam Leigland, a report from the VB SIGchair, Bill Potter, and a summary of verbalbehavior related events for the upcoming ABAconference in San Francisco, expertly compiledby Mike Hixson.

Also included is the recognition of a trulybittersweet occasion in our field: the retirementof Jack Michael. Jack has influenced so manyscholars throughout his many years of teachingand has produced students more well versed inbehavior analysis and, especially, in Skinner’sanalysis of verbal behavior that perhaps anyoneelse in our field. His amazing grasp of verbalbehavior and his ability to effectively imparteven the most complex aspects of the topic tostudents at Western Michigan University eachyear in the graduate seminar on Skinner’sAnalysis of Verbal Behavior will be sorelymissed. I am personally touched by this event asI had the great fortune to learn about verbalbehavior at WMU from Jack. In honor of thisevent, Caio Miguel, one of Jack’s current

students, has written an excellent tribute to thisgreat scholar.

To follow-up Caio Miguel’s piece, Mike Hixsonprovided the edited transcript of an interview heconducted with Jack especially for VB News.The interview is a great read, very informative,and provides insight from the “source,” so tospeak. Much thanks must go to both Mike andJack for their willingness to arrange this specialevent for the pages of VB News.

Other contributions include a report fromCarolyn Magyar and Dennis Mozingo on the useof Skinner’s analysis of verbal behavior inlanguage curricula for autistic children, as wellas a “must read” list for those interested inverbal behavior compiled by Sam Leigland anda brief commentary on Relational Frame Theoryby Ted Schoneberger.

Also, I have changed the descriptor of VB Newsto indicate its status as a “publication” of theVerbal Behavior Special Interest Group ratherthan a “newsletter.” It is my intention toaccomplish two things in the coming year: 1) toincrease publication from one to two issues peryear and 2) to include more data-based articlesreporting on pilot research relating to verbalbehavior. Please see the “Guidelines for thePreparation of Submissions” on page 28 in thisissue for more information on the types ofarticles appropriate for VB News.

Thank you to everyone who helped make thislatest issue a reality. See you at ABA!

Matthew NormandLos Angeles, CA


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Report from the ChairBill Potter, Ph.D., VB SIG Chair

California State University, Stanislaus

This year the SIG has had some interestingdevelopments, which I outline below. However,first let me put in a plug for the annual VB SIGbusiness meeting to be held on May 25th at 7 pmin salon 10. We welcome everyone interested inverbal behavior to the meeting – come and meetpractitioners and researchers in the field, as willas voice your concerns as to the direction andpractices the SIG should or is conducting. Hopeto see you there!

During the past year traffic on the listserv([email protected]) has been upwith a variety of topics ranging from theelementary verbal operants to VB related toautism. Website traffic (www.vbsig.org) hasremained steady, but hopefully with newadditions (presentations, etc.) more people willvisit. Email me at [email protected] send in your presentations/papers/softwarethat you would like to share with the VB SIGcommunity via the website. Thanks to ananonymous donor the website URL has beengreatly simplified. We may also be redesigningthe site, so check in on it occasionally.

Our paid membership is hovering right around40 members or so. We received a very nicedonation from Dr. Jack Michael this year, whichboosted our coffers a bit. Thanks Jack! We willbe discussing how those funds, as well as theaccumulated dues and other donations (mostnotable, from Dr. Vince Carbone) will be usedto promote the research and dissemination ofverbal behavior. If you would like to donate tothe SIG please contact Dr. David Reitman([email protected] ) or myself. The donationsare also tax deductible. These donations offsetthe price of dues, which we have intentionallykept low to promote a variety of members,particularly student members.

Speaking of students, Dr. Amoy Hugh has donea great job in putting together another studentcompetition. Students have submitted verbalbehavior research to Dr. Amoy, who sent themout for peer review. The winners of thecompetition will be announced at the annual VBSIG meeting. You can contact Amoy [email protected].

This year, Dr. Irene Pepperberg will speak atABA on May 24th at 4:30 Pm in Pacific Suite H.The SIG is partially sponsoring her appearanceby paying for her flight to San Francisco. Dr.Pepperberg has spent many years teachingverbal behavior to an African Grey parrot namedAlex. Her data has supported a behavioralapproach to language. Much of her work withAlex is summarized in a recently published textThe Alex Studies, Harvard University Press.

Andrea Duroy, Sarah Poaster and myself areconducting a survey on why people are or arenot conducting research on verbal behavior. Ourgoal is to get some insight into barriers orincentives that operate in blocking or fosteringverbal behavior research. Our main target for thesurvey is empirical researchers, but anyone iswelcome to put in their two cents worth! TheURL for that survey is: www.vbsig.org/survey .

Finally, don’t forget to put in your subscriptionfor The Analysis of Verbal Behavior. You cand o t h i s o n l i n e a twww.abainternational.org/avbjournal . Also, ifthe library at your institution does not carryTAVB, then please put in a request that they geta subscription.

Hope to see you at the VB SIG meeting!


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Jack Michael RetiresCaio Miguel, M.A.

Western Michigan University

On April 18th, after 47 years as a collegeprofessor, Dr. Jack Michael officially retiredfrom teaching. Jack has been teaching atWestern Michigan University since 1967. Hehas also served as a faculty member atUniversity of Kansas (1955-1957), University ofHouston (1957-1960), and Arizona StateUniversity (1960-1967). Over the past few yearsJack has taught three graduate level coursestitled Verbal Behavior, Skinner’s Behaviorism,and College Teaching. He has also taught anundergraduate course titled Concepts andPrinciples of Behavior Analysis. Jack haschaired 28 doctoral dissertation committeeswhile at WMU and 19 at the previousuniversities.

Jack’s contributions to the field of behavioranalysis are immeasurable; let alone hiscontributions to the study of verbal behavior.Jack started teaching about Verbal Behavior(VB) in a course titled Psychology of Languagein the fall of 1956, even before the book bySkinner was published (1957). At the time, heused a mimeographed copy of Skinner’smanuscript on verbal behavior prepared from theWilliam James Lectures given at Harvard.

Jack Michael has in some way influencedeveryone who is currently working in the VBarea. Most of these individuals have eitherlearned about VB directly from Jack Michael, orfrom one of his students. Jack has also taughtthousands of others around the world through hishighly influential papers and presentations.

Together with W. Scott Wood and MarkSundberg, Jack played an important role in theestablishment of the Verbal Behavior SpecialInterest Group. He was also strongly supportive

Jack receives roses from his lovely wife Alyce Dickinsonduring his last Verbal Behavior lecture at WMU

of Sundberg's development of the journal, TheAnalysis of Verbal Behavior, where several ofJack's papers have been published. A few of hiscontributions include the developmentandrefinement of the term establishing operation(now motivative operation), the distinctionbetween selection-based and topography-basedverbal behavior, the categories of duplic andcodic , and with Margaret Vaughan, thewidespread use of the concept of automaticreinforcement. Jack has also developed a systemto effectively manage the behavior of studentstaking his classes. The system is based on,among other things, detailed study objectivesand frequent exams, and has been successfullyused and replicated by several other behavioranalysts around the globe.

Most recently Jack has contributed, largely as aresult of his association with his former studentMark Sundberg, to the dissemination of theverbal-behavior based technology developed forteaching individuals with language delays,especially children with autism.

Although Jack is now officially retired, he is stillinvolved in several activities at WMU. Jack iscurrently supervising his remaining doctoralstudents, and serving as a committee member forseveral masters theses and doctoral dissertations.He will also be teaching one of his graduatecourses (College Teaching) during the fall


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semester. Jack is planning on working on thesecond edition of his book, Concepts andPrinciples of Behavior Analysis, editing FredKeller’s autobiography and giving lectures andworkshops around the country.

Most importantly, he will now have more timeto play table tennis with his friends.

Congratulations on your retirement Jack.

Selected bibliography for Michael:

Sundberg, M. and Michael, J. (2001) The benefits ofSkinner's analysis of verbal behavior for childrenwith autism. Behavior Modification, 25, 698-724.

Michael, J. (1993). Concepts and principles of behavioranalysis. Kalamazoo: Society for the advancementof behavior analysis.

Michael, J. (1993) Establishing operations. The BehaviorAnalyst,, 16, 191-206.

Michael, J. (1991). A behavioral perspective on collegeteaching. The Behavior Analyst, 14, 229-239.

Michael, J. (1991, Summer). Historical antecedents ofbehavior analysis. The ABA Newsletter, Summer, 7-12.

Michael, J. (1988). Establishing operations and the mand.The Analysis of Verbal Behavior, 6, 3-9.

Michael, J. (1985). Two kinds of verbal behavior and apossible third. The Analysis of Verbal Behavior, 3,2-5.

Michael, J. (1984). Behavior analysis: A radicalperspective. In B. L. Hammonds (Ed.), Masterlecture series, Volume 4: Psychology of learning(pp. 95-121). Washington: American PsychologicalAssociation.

Michael, J. (1984). Verbal behavior. Journal of theExperimental Analysis of Behavior, 42, 363-376.

Michael, J. (1982). Distinguishing between discriminativeand motivational functions of stimuli. Journal of theExperimental Analysis of Behavior , 37 , 149-155.

Michael, J. (1982). Skinner's verbal operants: Some newcategories. VB News, 1, 1.

Vaughan, M. E. & Michael, J. (1982). Automaticreinforcement: An important but ignored concept.Behaviorism, 10, 217-227.

Michael, J. (1980). On terms: The discriminative stimulus

or SD. The Behavior Analyst, 3, 47-49.

Michael, J. (1980). Flight from behavior analysis. TheBehavior Analyst, 3, 1-21.

Michael, J. (1975). Positive and negative reinforcement, adistinction that is no longer necessary; or better waysto talk about bad things. Behaviorism, 3, 33-45.

Michael, J. (1974). Statistical inference for individualorganism research: mixed blessing or curse?Journal of Applied Behavior Analysis, 7, 647-653.

Michael, J. (1970). Rehabilitation. In C. Neuringer & J.Michael (Eds.), Behavior modification in clinicalpsychology (pp. 52-85). New York: Appleton-Century-Crofts.

Michael, J. (1963). Laboratory studies in operant behavior. New York:McGraw-Hill.

Ayllon, T. & Michael, J. (1959). The psychiatric nurse asa behavioral engineer. Journal of the ExperimentalAnalysis of Behavior, 2, 323-344.


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An Interview with Jack MichaelMichael D. Hixson, Ph.D.

Central Michigan University

Dr. Jack Michael has been teaching a graduatecourse on verbal behavior at Western MichiganUniversity since 1967. He taught his last verbalbehavior course before his retirement in thespring of 2003. His impact on the field of verbalbehavior through his writings and instruction ofstudents has been immense. Many of his formerstudents have applied the concepts fromSkinner's Verbal Behavior to the treatment oflanguage deficits in children.Hixson: The primary text you have used for theVerbal Behavior course is Skinner's 1957 book,Verbal Behavior. Why have you chosen tocontinue to use this text, rather than more recentbehavioral texts on language?

Michael: It is hard to answer this questionwithout having some alternative texts toconsider. The books I am familiar with are eithertoo cognitive for my taste, or are moreconcerned with the listener than the speaker, ordo not deal with the details of language behaviorsufficiently, or are a collection of separatechapters that do not make up a systematici n t e g r a t e d w h o l e .

Hixson: What do you believe is the main valueof Verbal Behavior?

Michael: Skinner's book provides a systematicdetailed behavioral interpretation of manyaspects of language. It starts with elementaryverbal relations and then uses these incombination with well-known respondent andoperant functional relations to interpretincreasingly complex language behavior.

Hixson: What teaching methods have you usedin the course?

Michael: I have written study objectives thatdirect the student's attention to what I consider

most important in the text, and I have usedweekly hour-long essay exams over thoseobjectives to generate extensive study of therelevant material. Lectures primarily expand onor clarify the material relevant to the objectives.A small amount of new material is introduced inlectures but if it proved valuable (as indicatedfrom the students' discussion in class or fromexam performance) it became a part of thewritten objectives the next time the class wasoffered. The result of this process is that thecurrent written objectives are almost sufficientw i t h o u t l e c t u r e o r d i s c u s s i o n .

Hixson: What concepts are particularly difficultfor students to learn?

Michael: Although I have been teaching incompletely behavioral departments since 1960,students have always had difficulty keepingstimuli and responses separate when dealingwith language. This is often confounded withtheir tendency to explain language phenomenain terms of the "meanings of words." Unlessstudents have extensive exposure to Skinner'sinterpretive works (Science and HumanBehavior , Contingencies of Reinforcement,About Behaviorism, Beyond Freedom andDignity, Verbal Behavior) they do not seem tobecome effective at behavioral interpretation,and are forced to use common sense or cognitiveconcepts when dealing with many complexities.Unfortunately, in recent years some of the gradstudents taking my verbal behavior course haven o t h a d t h i s e x p o s u r e .

In terms of more specific aspects of the book,the material on vb controlled by private stimuliis especially difficult for many students. Andmuch of the material in Parts IV and V is quitedifficult, although I have not been able to getvery far into those chapters in a one-semestercourse. Chapter 12 on the autoclitic is about asfar as I have been able to go in recent years, andonly about a week or at most two on thatmaterial. The course should be a two-semestercourse, but I have never been able to arrange


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that because our grad students have a very fullschedule of other things that they should belearning.

Hixson: You have been teaching from Skinner'sVerbal Behavior for a number of years. Wouldthe course content as it was taught during thelast several years be different in any importantway from the content as taught in the early 70s?

Michael: Two things occur to me. I coveredmore of the book in the 70s—more detail on thefirst two chapters, and getting well into Part IVduring the last several weeks of the semester.When I first started teaching here at WMU manyof the students had come here very stronglymotivated to learn more about Skinner and aboutbehavior analysis in general. Many had readScience and Human Behavior and Walden Twobefore coming to WMU, and with such studentsI could go through the early material morerapidly. I made what were really unreasonabledemands on their time in the sense of weeklystudy requirements. They learned a lot from meabout verbal behavior, but at the expense ofhaving to spend less time on their other courses.The coverage in recent years has beenconsiderably reduced, so as to make the coursemanageable for students carrying a reasonablecourse load, and most of them working at leasthalf time as a teaching or research assistant, orworking outside the university. I have tried toregroup and refine the objectives so that thecourse would still provide a reasonably goodrepertoire with respect to Skinner's approach tolanguage. Every semester near the end I feelsomewhat dissatisfied in that there was so muchmore that they could have learned if more timewas available.

A second change over the years has been theintroduction of a more thorough coverage of themand relation, because of my elaboration of theestablishing operation as a behavioral concept,and also because of the special importance of

this elementary verbal relation for the efforts todevelop language in children with autism.

Hixson: Are there certain parts of the book thatyou find particularly interesting?

Michael: I find so much of it interesting that it ishard to answer this question. I could almost picka page at random and find a very interestinginterpretation, and often one that has not beensufficiently appreciated or made use of. I willidentify a few sections that have been especiallyinteresting to me:

In Chapter 5, the material on privatestimuli (130-138), and the followingsection on verbal responses to thespeaker's own behavior (138-146);

His use of respondent relations in thevarious sections on emotion in Chapter6 and Chapter 8;

The material on the "same word" inChapter 8; also pages 203-206 on thesignificance of the fact that vb isreinforced indirectly; also therefinement of the definition of vb (224-226);

In Chapter 10, Strengthening vb in thelistener (268-273);

All of Chapter 12 on the autoclitic, but Ihave not been able cover this materialvery thoroughly in recent years.

And of course all of the later chapters(13 through 19) are especiallyinteresting to me, but I have not beenable to cover this material in my onesemester course.

In commenting on things that I find particularlyinteresting I am quite aware that my ownfascination with Skinner is partly related to my


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high value on being able to interpret complexaspects of human and animal behavior usingonly the well-known concepts and principles ofrespondent and operant relations. People with astronger focus on being able to generate newresearch or being able to develop their owntheories probably do not get as much satisfactionas I do from Skinner's extension of existingresearch findings (mainly with animals) to alla s p e c t s o f h u m a n b e h a v i o r .

Hixson : Many behavior analysts who areteaching language to children with autism areusing the concepts from Verbal Behavior. Couldyou comment on this development?

Michael: Now that many behavior analysts arefaced with the practical problem of generatingverbal behavior in children who have very little,Skinner's system of mutually exclusive andcollectively exhaustive elementary relations hasmuch to offer them. Otherwise they have tomake up their own system, or use common-sense language terms that are shot through withcognitive implications and rationale.

Hixson: You have developed exams, objectives,and many instructional materials for the VerbalBehavior course. Will there be some method forinstructors to obtain these materials?

Michael: After I finish three other writingprojects, I will try to package the VB coursematerials. There are many details to work over,because the material will not be supplementedwith any lecture--also material written for a classis not quite right for publication.

Hixson: Will you continue to teach VerbalBehavior in some way, such as through an on-line course or workshops?

Michael: I would like to offer a course onSkinner's Verbal Behavior in a distance learningor web based format. I could also do it as aseries of workshops, or one of those kinds of

classes taught in educational leadershipprograms where the students meet at a motelonce every other weekend for enough weekendsto make up a 3 credit college course. However,my courses here at WMU have had the coursegrade as a motivational variable and that maynot work in other formats, and unless there isintense study of written material (namelySkinner's book) the amount of learning may notbe worth the cost of enrolling in such a course.

Hixson : Skinner analyzed many literaryconventions, such as the allegory and pun from abehavioral perspective in Verbal Behavior. Heused one example from Shakespeare’sCymbeline to illustrate the multiple control of apun, and in your class you provided a moredetailed analysis of the example. The line fromCymbeline is:

Golden lads and girls all must,As chimney-sweepers, come to dust.

Could you take us through a behavioral analysisas to why the statement, come to dust isentertaining for a person to read or hear?

Michael: The lines are from a dirge that is beingsaid as a person is being prepared for burial. Thedead person is Cloten, a powerful and rich andnoble but bad person, who picked a fight withGuiderius who killed him. Guiderius and hisbrother Averigus (good guys) are sayingsomething appropriate for the occasion, even ifthey did not like Cloten. Guiderius, states thefirst verse:

Fear no more the heat o' th' sunNor the furious winter's rages;Thou thy worldly task has done,Home art gone and ta'en thy wages.Golden lads and girls all must,As chimney-sweepers, come to dust.

Let us assume that a person is reading the play,


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and that the reader is familiar with what hashappened up to this point in the play. Thecritical phrase is "come to dust." As the readermakes the appropriate textual response (readsthe line) the textual response is strengthened bythe same variables that also strengthen "die","expire", "end his days", etc. This is primarily aset of complex intraverbal relations, or if theplay is actually being viewed there are tactsources for the critical phrase as well. Inaddition to the textual source and the mainthematic source related to dying, the criticalphrase is also strengthened by a secondaryintraverbal relation with "chimney sweepers"who literally come to dust. Of course both ofthese relations are very weak for most of us, butthe textual stimulus strongly evokes theresponse, and then the other sources of strengthcan be effective, even it they would not producethe critical response without the textual source.In addition to these two supplementary sourcesthe echoic relation between "must" and "dust"will add further strength. Most readers do notread out loud, so it is not exactly an echoicrelation, but has the same effect. Now there arethree variables strengthening the criticalresponse in addition to the textual "carrier"source. For some readers there is an intraverbalrelation between "gold" and "dust" that may alsocontribute to the seeming appropriateness of thecritical response. One might assume that"chimney sweepers" was brought in byShakespeare solely to supply a humoroussecondary relation, because there is nothing elsegoing on relevant to chimney sweepers. But no,chimney sweepers (the lowest of the low interms of job conditions and status) make a verynice contrast with golden lads and girls. Now,we must ask why feeling the effects of multiplecontrolling variables over one's own verbalbehavior is esthetically satisfying orentertaining. That too can be given a completelybehavioral interpretation, but let's stop at thispoint.


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An Update onThe Analysis of Verbal Behavior

Sam Leigland, Ph.D., EditorGonzaga University

Volume 19 (2003) of The Analysis of VerbalBehavior is in final production, followingclosely upon the appearance of Volume 18(2001/2002) a few months ago. Thus, theoriginal schedule of publication of the journal isall but restored following the late appearances ofVolumes 17 (an excellent volume edited byHank Schlinger) and 18. As I write this(4/29/03), the best estimates are that there is adecent chance that Volume 19 may be availablein time for the ABA meeting in May, butregrettably a somewhat greater chance that theappearance will miss ABA by a small interval.

The past few months have seen several changesfor the journal (some of the followinginformation appears in my Annual Report to theABA Publications Board). In January Idiscovered that plans might be underway to finda new printing company for TAVB, and that anew and undetermined production schedulemight come into play. During this time, I keptin contact with various authors and informedthem that because of the changing situation thedeadlines were now unclear but that we shouldkeep working on the manuscripts, understandingthat when I had the new production schedulewe'd probably need to move quickly.

In March a new printing company had beenacquired, but unfortunately this was followedclosely by the resignation of Kathy Hill from herduties as Managing Editor of TAVB (her dutieshad increased in recent months as she had takenon the additional job of Business Manager forJABA). Thanks to a rapid search led by MariaMalott and the ABA staff, I’m happy towelcome our new Managing Editor, Kevin Hile,

who was given a fast initiation to his newposition (as was our new printing company) withthe onslaught of Volume 19 manuscripts andmaterials.

Volume 19 (2003) emphasizes the complexaspects of verbal behavior. Included is a seriesof reviews of the recent book by Hayes, Barnes-Holmes, and Roche (Eds., 2001), RelationalFrame Theory: A Post-Skinnerian Account ofHuman Language and Cognition. This is a mostprovocative and challenging book (one can tellthis much from reading the title!), but it is abook that cannot be ignored by behavior analystswho recognize the critical importance of thefield of verbal behavior. This is not the place forme to provide a review of the book, of course(during a most enjoyable sabbatical in Renosome years ago, Steve Hayes and I spent manyhours in interesting discussion of RFT andrelated VB issues), but I will say that the book isan ambitious and interesting undertaking thatdeserves close and critical scrutiny by thebehavior analytic audience. The prominentbehavior analysts that have participated in thisseries of reviews are Dick Malott, Bill McIlvane,Grayson Osborne, Kurt Salzinger, and JoeSpradlin, and replies are proved by the book’seditors/coauthors, Steve Hayes, Dermot Barnes-Holmes, and Bryan Roche. A list of the contentsof Volume 19 (2003) appears below.

As my 3-year term as editor of TAVB nearscompletion, the ABA Publications Board(Nancy Neef, Carol Pilgrim, and myself) arecurrently conducting a search for a new editor,and a list of excellent candidates has emergedfrom nominations coming in from a variety ofsources. I will work closely with the new editorto provide whatever training and support that isneeded, and to facilitate the continued timelyappearance of the journal.


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The Analysis of Verbal BehaviorVol. 19 (2003)

CONTENTS

Sam Leigland, Gonzaga University. Editorial: Questions and Complexities

Reviews of Hayes, Barnes-Holmes, & Roche (Eds.) (2001): Relational Frame Theory: A Post-Skinnerian Account of Human Language and Cognition

Joseph E. Spradlin, University of Kansas. Alternative Theories of the Origin of Derived StimulusRelations

Kurt Salzinger, American Psychological Association. On the Verbal Behavior of RelationalFrame Theory

Richard W. Malott, Western Michigan University. Behavior Analysis and LinguisticProductivity.

J. Grayson Osborne, Utah State University. Beyond Skinner? A Review of Relational FrameTheory: A Post-Skinnerian Account of Human Language and Cognition.

William J. McIlvane, University of Massachusetts Medical School-Shriver Center. A Stimulus inNeed of a Response: A Review of Relational Frame Theory: A Post-Skinnerian Account ofHuman Language and Cognition.

Steven C. Hayes, University of Nevada, Reno, Dermot Barnes-Holmes, and Bryan T. Roche,National University of Ireland, Maynooth. Behavior Analysis, Relational Frame Theory, and theChallenge of Human Language and Cognition: A Reply to Commentaries on Relational FrameTheory: A Post-Skinnerian Account of Human Language and Cognition.

J. Grayson Osborne and John Heath, Utah State University. Predicting Taxonomic and ThematicRelational Responding.

Carole Marion, Tricia Vause, Shayla Harapiak, Garry L. Martin, Dickie C. T. Yu, Gina Sakkoand Kerri L. Walters, University of Manitoba and St Amant Centre. The HierarchicalRelationship Between Several Visual and Auditory Discriminations and Three Verbal OperantsAmong Individuals with Developmental Disabilities.

Nicole Luke, Teachers College Columbia University. Analysis of Poetic Literature Using B. F.Skinner's Theoretical Framework from Verbal Behavior.

Jack Michael and Richard W. Malott, Western Michigan University. Michael and Malott's Dialogon Linguistic Productivity.


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Applications of Skinner’s VerbalBehavior in the Public Schools

Caroline I. Magyar, Ph.D. &Dennis Mozingo, Ph.D.

University of Rochester Medical Center

The Autism Spectrum Disorders ProgramSkinner’s (1957) analysis of verbal behaviorprovides an effective and functional approach toidentifying and treating communicationproblems in children with autism spectrumdisorders (ASDs). This short paper describesthe curriculum and methods used by the AutismSpectrum Disorders (ASD) Program located inthe University of Rochester’s School ofMedicine and Dentistry, Rochester, New York,in its treatment of children with ASDsparticipating in their community schools.

The Autism Spectrum Disorders Program is amultifaceted program providing service,education, and research in the area of ASDs.The service component of the program providesbehavioral and educational consultation,inservice and preservice training to educationalpersonnel and families, and technical assistanceto districts and agencies relating to the educationof children with ASDs. The program’sintervention model is broadly based on theprinciples of learning including Skinner’sanalysis of verbal behavior (Skinner, 1957).

The Verbal Behavior CurriculumThe verbal behavior curriculum used by theprogram is a scripted curriculum designedaccording to Skinner’s elementary operants. Itis implemented to train listener and speakerrepertoires, including speaker as own listenerand textual repertoires. Instructional methodsfocus on training function while shaping form.

Prior to training, an analysis of the studentsverbal community is completed to determine theforms the verbal operants will take and whattraining will need to be provided to familymembers and educational personnel to support

the establishment and maintenance of thestudent’s acquired verbal repertoires. Methodsfor training student verbal behavior consist ofdiscrete trial teaching and other discriminationtraining procedures, and naturalistic trainingmethods (e.g., mand model; Laski, Charlop, &Schreibman, 1988; time delay, Charlop,Schreibman, & Thibodeau, 1985; and visualcueing, Matson, Sevin, Box, Francis, & Sevin,1993; incidental teaching, Hart & Risley, 1975)for generalization of acquired skills. Significantothers are trained to set up the environment sothat the student is cued to emit the contextuallyrelevant verbal behavior. In initial phases ofstudent learning, the significant other willsystemically manipulate discriminative stimuliand establishing operations to maximize learningopportunities (e.g., placing an object within sightbut out of reach; verbal model). Subsequently,discriminative stimuli may be presentedtextually (i.e., in graphic or written form) andthe student is taught ‘verbal scripts’. Thesescripts are developed for the purposes ofestablishing listener-speaker repertoires thatfocus on social communication skills (e.g.,greeting others, asking a friend about his/hernew teacher etc) and for establishing speaker asown listener and reader-writer (i.e., textual)repertoires that allow for the student to developself-control over his/her own verbal/non-verbalbehavior (e.g., self-instruction, self-management, problem-solving, coping).

The curriculum can be implemented sequentiallyor simulaneously depending on the student’sability and rate of learning (Twyman, 1997).Beginning training generally focuses onestablishing three of the elementary operants(i.e., mands, tacts, echoics) with a heavyemphasis on mand training. As the student’sverbal behavior begins to come under the controlof the extant verbal community (multiplycontrolled mands and tacts), he/she progresses tocontinued training in the abovementionedelementary operants in addition to beginningtraining on intraverbal behavior, and advanced


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training on developing speaker as own listenerand reader-writer repertoires.

Assessment of Verbal Behaviorfor Public School Students

Our work in public school settings includes avariety of language assessment methods basedon student challenges and educationalexpectations. We receive referrals on studentswith a variety of needs, including specificperformance concerns in one or more schoolsettings or subject areas, or to assess andintervene upon problem behavior. Moretypically, referrals are made for assessment ofoverall educational need and design ofcomprehensive educational programs, or earlyintensive behavioral intervention (EIBI). Averbal behavior assessment is required for eachtype of referral, with an objective of identifyingverbal deficits related to the student’s presentingproblem and educational needs, and gaining afunctional understanding of the student’sexisting verbal repertoire. In addition, theassessment yields information related totopography of a student’s verbal behavior (e.g.,vocal, picture, manual signing), important indesign of the educational program. For eachreferral type, verbal behavior assessmentprocedures include: direct observation of thechild in their natural environments (classroomand home), direct observation under specificconditions arranged in assessment/teaching trialswhere students are presented opportunities torespond with various types of verbal behavior,and parent and/or teacher interview. Directobservation procedures used in each referralsituation are briefly described. Note that eachassessment procedure reported may be used ineach referral situation relative to student need,and existing verbal skills repertoire, and thatassessment of verbal behavior is on-going withall students (conducted via objectivemeasurement in student teaching programs).

Very young children (ages 1.5 to 5 years) areoften referred to the ASD Program forcomprehensive early intervention or preschool

services. Such children typically have limitedverbal behavior repertoires and may showrelative areas of strength and skill deficits thatcan be addressed via EIBI. Our objective is toquickly determine student strengths and deficitsand develop and implement an educationalcurriculum, including verbal behaviorobjectives. We use one of two approaches ininitial direct assessment of language in suchcases. First, for children who present little or noverbal responding (e.g., some babbling orstereotypic vocalizations, and minimalgesturing, problem behavior with a possiblecommunicative function) in initial naturalisticobservations, the verbal behavior curriculumdescribed above is used with pre-testing inseveral early learning programs, includingmatching, manding, echoic responding, andother imitation. For children who initiallypresent more verbal strengths in a mixed verbalrepertoire, the Behavioral Language Assessment(Sundberg and Partington, 1998; pp. 15-46)may be used, allowing a ready assessment or“brief overview” of a student’s verbal behavioracross twelve areas (cooperation, mands, motorimitation, vocal play, echoic, match to sample,receptive, tacts, receptive by feature, functionand class; intraverbal, letters and numbers, andsocial interaction). Students with ASDs referredfor specific performance concerns may receiveservices in regular education, special education(including ABA model classrooms) or somecombination of educational models. Directobservation assessment methods will vary basedon the individual performance concern. Toassess a student’s general classroomperformance across several domains, includingverbal behavior, we often use the KindergartenSurvival Skills Checklist (Vincent, Salisbury,Walter, Brown, Gruenwald, & Powers, 1980).This tool allows teachers and behavior analyststo pinpoint (in rating scale fashion) areas formore direct assessment and highlights skilldeficits that may be important in designingverbal behavior interventions. For example, aweak score on the item “secures teacherattention appropriately” suggests the student


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may be ineffective in requesting help withassigned seat work, while a weak score on theitem “restates rules or directions when asked”points to poor receptive language skills whichmay be relevant in many areas of classroomperformance.

We frequently use the Teacher and ParentSkillstreaming Checklists (McGinnis &Goldstein, 1990, 1997), for more comprehensiveassessment of student social skills, and moreadvanced verbal skills. The checklist assessessocial, verbal repertoires across many stimulusconditions, including sophisticated manding(e.g., requesting to join a group), tacting(labeling emotional responses), and intraverbalskills (conversational behavior), and revealsspecific training needs with correspondingbehaviorally based teaching guidelines. Finally,with students with ASDs, antecedent rules areoften very effective (with an emerging body ofempirical support, e.g., Theimann & Goldstein,2001) when intervening upon classroom andsocial behaviors. Thus, an assessment of studentrule following (i.e., rule governed behavior) withtextually presented (written word or picture)rules is conducted.

Students referred due to problem behavior,receive an assessment of verbal behavior as partof a broader functional analysis of targetbehaviors. Several questions are addressed aspart of direct student observation, which mayinclude arrangement of classroom behavioralcontingencies (in analogue fashion) to determinethe communicative function of a student’schallenging behavior. Data related toestablishing operations, and antecedent andconsequence events will point to thecommunicative function of the problem behaviorand alternative verbal responses to be targeted aspart of an intervention. Functional skillsassessment is also conducted to identify studentstrengths that may be important for design ofverbal behavior based interventions.

ConclusionQuality education for students with autismspectrum disorders requires a systematicapproach to developing relevant skills in bothstudent and the educational personnel andfamilies who support them. A comprehensivebehavioral approach should include theassessment and treatment of student verbalbehavior and be used in conjunction with otherwell-established methods for developingfunctional skill repertoires across all areas ofdevelopment.

ReferencesCharlop, M.H., Schreibman, L., & Thibodeau, M.G.

(1985). Increasing spontaneous verbal responding inautistic children using time delay procedure. Journalof Applied Behavior Analysis, 18, 155-166.

Hart, B.M. & Risley, T.R. (1975). Incidental teaching oflanguage in the preschool. Journal of AppliedBehavior Analysis, 7, 243-256.

Laski, K. E., Charlop, M.H., & Schreibman, L. (1988).Training parents to use the natural language paradigmto increase their autistic children’s speech. Journal ofApplied Behavior Analysis, 21, 391-400.

Matson, J.L., Sevin, J.A., Box, M.L. Francis, K.L., &Sevin, B.M. (1993). An evaluation of two methodsfor increasing self-initiated verbalizations in autisticchildren. Journal of Applied Behavior Analysis, 6,131-166.

McGinnis, E. & Goldstein, A.P. (1997). Skillstreaming theelementary school child: New strategies andperspectives for teaching prosocial skills.Champaign, IL: Research Press.

McGinnis, E. & Goldstein, A.P. (1990). Skillstreaming inearly childhood. Champaign, IL: Research Press.

Skinner, B.F. (1957). Verbal Behavior. New York:Appleton-Century-Crofts.

Sundberg, M.L.& Partington, J.W. (1998). Teachinglanguage to children with autism and otherdevelopmental disabilities. Danville, CA: BehaviorAnalysts, Inc.

Thiemann, K.S.& Goldstein, H. (2001). Social stories,written text cues, and video feedback: Effects on


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social communication of children with autism.Journal of Applied Behavior Analysis, 34, 425-446.

Twyman, J. S. (1997). Verbal behavior in children withautism. Workshop presented at New York StateAssociation for Behavior Analysis. Tarrytown, N.Y.

Vincent, L., Salisbury, C., Walter, G., Brown, P.,Gruenewald, L., & Powers, M. (1980). Programevaluation and curriculum development in earlychildhood/special education: Criteria of the nextenvironment. In W. Sailor, B., Wilcox, & L. Brown(Eds.), Methods of instruction for severelyhandicapped students (pp. 303-328). Baltimore: PaulH. Brookes Publishing Co.

Redrawing the Verbal/NonverbalDistinction: A Critique ofRelational Frame Theory

Ted Schoneberger, M.S.Stanislaus County Office of Education and

California State University, Stanislaus

Relational Frame Theory (RFT) has beenoffered as an alternative to the traditionalbehavior-analytic approach to verbal behavior.Most notably, proponents of RFT have arguedfor a redrawing of the verbal/nonverbaldistinction. Skinner (1957) defined “verbalbehavior” as “behavior reinforced through themediation of other persons” (p. 2) in which suchreinforcement delivery has been “conditionedprecisely in order to reinforce the behavior ofthe speaker” (p. 225). In place of Skinner’sdefinition, RFT offers the following: “When aspeaker frames events relationally and producessequences of stimuli as a result, the speaker isengaging in verbal behavior” (Hayes, Fox,Gifford, Wilson, Barnes-Holmes, & Healy,2001, p. 43).

What it means for a speaker to “frame eventsrelationally” is a complex issue and beyond thescope of this short paper (for a detaileddiscussion, see Hayes, Barnes-Holmes & Roche,2001). However, RFT’s definition of “verbalbehavior,” and how that definition can bedistinguished from Skinner’s, can be explainedby considering examples of each offered by RFTproponents. Suppose a caregiver names a person(“This is Fred”) in the presence of a child andthen reinforces the child when he looks at thatperson. Suppose at another time a caregiver asksthe name of a person (“Who is this?”) in thepresence of a child and then models the namingresponse and reinforces it when exhibited by thechild. After a sufficient history of such multiple-exemplar training, a child may be told, in thepresence of a person, “This is Sam” and thenlater when asked “Who is this?” be able toanswer correctly in the absence of furthertraining.


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According to RFT, being able to correctlyanswer “Sam” as a product of multiple exemplartraining--but without being explicitly trained toso answer--is verbal behavior (specifically, a“verbal tact”). However, identifying Fred as aresult of explicit reinforcement for doing so isnonverbal (specifically, a “nonverbal tact”). In asimilar manner, Skinner’s other verbal operantsare also classified as nonverbal by RFT (Barnes-Holmes, Barnes-Holmes, & Cullinan, 2000).

RFT supporters have given a number of reasonsfor offering their alternative definition of verbalbehavior. They argue that Skinner’s definition is“not functional” and “too broad” (Hayes,Blackledge, and Barnes-Holmes, 2001, pp. 12-13). Further, they argue that it fails todistinguish verbal behavior “from virtually allother forms of social behavior” and fails tocapture the “symbolic or referential quality”frequently attributed to language (Barnes-Holmes, Barnes-Holmes, & Cullinan, 2000, p.70). The purpose of this paper is not to counterRFT’s critique of Skinner’s definition of verbalbehavior (for those interested in that effort, seeLeigland, 1997). Rather, a brief critique ofRFT’s alternative definition of verbal behaviorshall be presented.

In the early stages of language learning, thelearner learns the names of unitaryobjects/events in her environment (table, chair,car, etc). However, as language acquisitionprogresses, the learner also learns the names forabstract concepts “for which there is nocorresponding unitary object or event” (Harzem,1986, p. 49). Examples of such concepts include“working,” “making love,” and “child rearing.”Unlike unitary concepts such as “table” and“chair,” these concepts are “behavioralphenomena that never occur in unitary,continuous sequences” (p. 49). For example,consider Harzem’s analysis of the concept “childrearing”:

Reading aloud a story, changingdiapers, hugging, saying “go tobed,” purchasing a bicycle, andhiding Christmas presents under abed are not individually “childrearing” although they may gotogether to constitute child rearing.No one who repeatedly performsonly one of the acts listed aboveand none of the others, would besaid to be engaged in child rearing(Harzem, 1986, p. 50).

On the other hand, any given object correctlysubsumed under the concept of “chair” is,indeed, a chair.

Harzem’s distinction between the two types ofconcepts provides an important conceptual-analytic tool for critically appraising RFT’sredefinition of verbal behavior. However, beforeusing it to evaluate RFT’s revision of theverbal/nonverbal distinction, I shall first offersome supplementary interpretations of thatdistinction.

For Harzem, no performance of one of the actsof child rearing (e.g., changing diapers, buying abicycle) is, by itself, child rearing. But how canwe square this with the obvious fact that if aperson is changing diapers (or telling a child “goto bed,” etc) then, in the appropriate contexts,these are clearly instances of child rearing? Oneway of resolving this apparent conflict is torecognize that the term “child rearing” can beused to refer to instances of child rearing as wellas to child rearing in toto. Clearly, Harzem iscorrect if he is interpreted as saying that noinstance of child rearing can be equated withchild rearing in toto.

Arguably, “behaving verbally” is a concept like“child rearing.” There are any number ofdisparate component actions (e.g., naming,asking for, promising) which, when performed,are all instances of behaving verbally. But none


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of these components, by itself, constitutesbehaving verbally in toto. RFT proposes to offera naturalistic account of the actual practices ofthe verbal community. However, if myforegoing analysis is correct, then RFT is inerror when it categorizes explicitly-trainedverbal operants as “nonverbal”--because suchcategorization is at odds with those practices. Inshort, the verbal community does not requirethat a tact (or mand, etc.) be an instance of“framing events relationally” to categorize it asverbal behavior.

RFT appears to have confused behaving verballywith being a competent member of a verbalcommunity. It is probably true that an adult willnot be judged a competent speaker by his verbalcommunity if he cannot frame eventsrelationally. Such an ability may perhaps evenserve as a criterion for judging someone acompetent speaker. But this does not mean thatother, less complex instances of speech (e.g.,elementary tacts and mands) are not also verbalbehavior. Consider the following analogy. Ajazz musician must be able to improvise toqualify as a member of community of jazzmusicians. However, when he plays the melodyas part of his performance, he has not stoppedplaying jazz (only to resume when he beginsimprovising again). While the ability toimprovise may serve as a criterion for being ajazz musician, playing the melody is alsoplaying jazz. Elementary tacting and manding,while perhaps not suitable criteria forconsidering someone a competent member of averbal community, are nonetheless stillexamples of behaving verbally.

References

Barnes-Holmes, D., Barnes-Holmes, Y., & Cullinan, V.(2000). Relational frame theory and Skinner’sVerbal Behavior : A possible synthesis. T h eBehavior Analyst, 23, 69-84.

Harzem, P. (1986). The language trap and the study ofpatterns of human action. In T. Thompson and M.D. Zeiler (Eds.), Analysis and integration ofbehavioral units (pp. 45-53). Hillsdale, NJ:Erlbaum.

Hayes, S. C., Barnes-Holmes, D. and Roche, B. (Eds.).(2001). Relational frame Theory : A post-Skinnerian account of human language andcognition. New York: Plenum.

Hayes, S. C., Blackledge, J. T., & Barnes-Holmes, D.(2001). Language and cognition: Constructing analternative approach within the behavioraltradition. In S. C. Hayes, D. Barnes-Holmes, andB. Roche (Eds.), Relational frame theory : A post-Skinnerian account of human language andcognition (pp. 3-20). New York: Plenum.

Hayes, S. C., Fox, E., Gifford, E. V., Wilson, K. G.,Barnes-Holmes, D., & Healy, O. (2001). Derivedrelational responding as learned behavior. In S. C.Hayes, D. Barnes-Holmes, and B. Roche (Eds.),Relational frame theory : A post-Skinnerian accountof human language and cognition (pp. 321-49).New York: Plenum.

Leigland, S. (1997). Is a new definition of verbal behaviornecessary in light of derived relational responding.The Behavior Analyst, 20, 3-9.

Skinner, B. F. (1957). Verbal behavior. Englewood Cliffs,NJ: Prentice Hall.


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Required Readings for ThoseInterested in Verbal Behavior

Sam Leigland, Ph.D.Gonzaga University

On my desk is a pile of books that, in my ownhumble opinion, constitute a sort of library ofwritings and research related to the functionalanalysis of verbal behavior. I say “related” inthe sense that these books are all written in thebehavior-analytic systematic perspective, or arecompatible with radical behaviorism andbehavior analysis, although they may have nodirect connection with Skinner’s (1957) VerbalBehavior.

This brief list of books is not intended to becontroversial, although it probably will be (I canimagine the VB listserve discussion). A fewbrief comments accompany each entry.

Suggested Readings

Hart, B. & Risley, T. R. (1995). Meaningfuldifferences in the everyday experiences ofyoung American children. Baltimore:Brookes. (Some controversy about this oneon the VB listserve, but whatever else onewants to say about it, this book containsinteresting data relevant to the functionalanalysis of verbal behavior, and that is thebusiness we’re in).

Hayes, S. C., Barnes-Holmes, D., & Roche,Bryan (Eds.) (2001). Relational FrameTheory: A Post-Skinnerian Account ofHuman Language and Cognition. NewYork: Kluwer Academic/Plenum. (Amust-read...Don’t dislike it until (a) you’veread it very carefully, and (b) can answertheir various challenges with clarity anddetail.)

Moerk, E. L. (1992). A first language taughtand learned. Baltimore: Brookes. (Athing of beauty...The painstaking reanalysisof Roger Brown’s developmental data thatled psycholinguist Ernst Moerk to thefunctional analysis of verbal behavior...Hetook a more eclectic approach when thisbook was written, but look at the data!...&you can see where he’s going; this stuff isGREAT.)

Owens, J. L. (Ed.) (1997). Context andcommunication behavior. Reno, NV:Context Press. (A book of edited papers byau thors f rom the f i e lds o fcommunication...A unifying theme is acontextualistic approach to verbalinteractions...Not the experimental analysisof behavior, certainly, but essentiallycompatible with a functional analysis ofverbal behavior, and it also shows that weare not the only people who think this wayabout “language,” text, and discourse...JimOwen, the editor, was a long-time friendand colleague of Willard Day, and remainsassociated with the Psychology Departmentat the University of Nevada, Reno [Steve &Linda Hayes, et al.])

Sidman, M. (1994). Equivalence relations andbehavior: A research story. Boston:Authors Cooperative. (An epic...A greatstory of some beautiful researchunquestionably important to verbalbehavior.)

Skinner, B. F. (1957). Verbal behavior. NewYork: Appleton-Century-Crofts. (Need Isay more?)


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MARK YOURCALENDARS!

The Annual Business Meeting forthe Verbal Behavior Special

Interest Group will be held at the29th Annual Meeting of the

Association for Behavior Analysisin San Francisco.

The Meeting will be heldSunday May 25th

7:00 PM to 7:50 PMSalon 10

San Francisco Marriott


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Come One, Come All:Verbal Behavior Events atABA 2003 (San Francisco)

Michael D. Hixson, Ph.D.Central Michigan University

# 16 Paper Session (available for CE for behavioranalysts)5/24/2003 1:00 PM - 2:20 PM Salon 14/15 AUTEarly and Effective Intensive Behavioral Interventionfor Children with AutismChair: Kimberly Wood (Applied Behavior Consultants,Inc.)

# 18 Paper Session (available for CE for behavioranalysts)5/24/2003 1:00 PM - 2:20 PM Salon 8 AUTEnhancing the Social Competence of Children withAutismChair: John McEachin (Autism Partnership)Requesting for Social Reinforcers and the Frequency ofCorollary Social Behaviors in Children with Autism.(VRB; Databased Presentation). BARBARA METZGER(Applied Behavior Analysis Center of North Carolina )

# 21 International Paper Session5/24/2003 1:00 PM - 2:20 PM Salon 6 DEVIssues in Human Development and GerontologyChair: Marguerite L. Hoerger ( University of Wales ,Bangor )Description of a Multidimensional ObservationalSystem for the Analysis of Mother Child SociolinguisticInteractions (VRB). EMILIO RIBES-IÑESTA andCarmen Quintana ( University of Guadalajara )# 22 Symposium (available for CE for behavioranalysts)5/24/2003 1:00 PM - 2:20 PM PacificSuite H VRB/AUTMethods for Teaching Intraverbal Behavior to Children(Databased Presentation)Chair: Anna I. Petursdottir ( Western Michigan University )Discussant: David C. Palmer ( Smith College )The Effects of Multiple-Tact and Receptive-Discrimination Training on the Acquisition ofIntraverbals. CAIO F. MIGUEL, Anna I. Petursdottir andJames E. Carr ( Western Michigan University )Teaching Intraverbal Skills to Children with Autism.GLADYS WILLIAMS and Anna Beatriz Muller Queiroz(Applied Behavioral Consultant Services, NY) and JeanneRomeo ( David Gregory School , NJ)Using Textual Stimuli to Teach Vocal-IntraverbalBehaviors. MARK L. SUNDBERG and Lisa Hale(Behavior Analysts, Inc./STARS school)

# 28 International Symposium5/24/2003 1:00 PM - 2:20 PM Sierra Suite H VRBTransformation of Function and the Reinforcer: Datafrom Basic and Applied ResearchChair: Robert Whelan ( National University of Ireland ,Maynooth)Establishing Consequential Functions for a LinearRanking String of Arbitrary Stimuli. ROBERTWHELAN and Dermot Barnes-Holmes (NationalUniversity of Ireland , Maynooth)Manding and Derived Transformation of Function inChildren with Autistic Spectrum Disorder. CAROLMURPHY-BALL, Dermot Barnes-Holmes and YvonneBarnes-Holmes (National University of Ireland ,Maynooth)The Effects of Multiple Exemplar Instruction on theTransfer of Mand and Tact Functions of Autoclitics ofSpecification. ROBIN NUZZOLA-GOMEZ (CABASSchools) and R. Douglas Greer ( Columbia UniversityTeachers College )

# 40 International Paper Session5/24/2003 2:30 PM - 3:20 PM Pacific Suite H VRBResearch Based on Skinner's Analysis of VerbalBehaviorChair: Steven Ward (Behavior Analysts, Inc.)The Effects of Automatic Reinforcement on theDevelopment of an Echoic Repertoire (AUT; DatabasedPresentation). STEVEN WARD, James Partington andTeresa Grimes (Behavior Analysts, Inc.) and Pamela G.Osnes ( University of South Florida )Effects of Mand-Tact versus Tact-Only Training(Databased Presentation). ERIK ARNTZEN ( AkershusUniversity College ) and Inger Karin Almås (BleikerTreatmente Centre)

# 53 International Symposium5/24/2003 2:30 PM - 3:50 PM Sierra Suite H VRB/EDCStimulus Equivalence and Reading (DatabasedPresentation)Chair: Joanne Keaveney ( National University of Ireland ,Maynooth)

# 55 Symposium (available for CE for behavioranalysts)5/24/2003 2:30 PM - 3:50 PM Salon 8 AUT/VRBThe Effects of Manipulating Establishing Operations onIncreasing the Social Language Skills of Children withAutism (Databased Presentation)Chair: Jennifer McComas ( University of Minnesota )Discussant: Mark Sundberg (Behavior Analysts, Inc.)Contriving Establishing Operations in the Context ofDaily Schedules to Promote Initiations in Children withAutism. BRIDGET A. TAYLOR (Alpine LearningGroup), Hannah Hoch (The Graduate Center , CityUniversity of New York ), and Carrie Hughes, Katie


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Nicholson, Chris Santoro and Liz MacFadyen (AlpineLearning Group)Manipulating Establishing Operations to PromoteInitiations Toward Peers in Children with Autism.Bridget A. Taylor and BARBARA POTTER (AlpineLearning Group), Hannah Hoch (The Graduate Center ,City University of New York ), and Danielle Spinnato,Angela Rodriquez, Deirdre Moon and Kim Vargo (AlpineLearning Group)Manipulating Establishing Operations within theContext of Discrete Trial Training to Teach a Childwith PDD-NOS to Mand for Information. BOBBIKAEPPLER and Amy Sucharzewski (BancroftNeuroHealth)

# 60 Symposium5/24/2003 2:30 PM - 3:50 PM Pacific Suite C TPC/VRBWhat Is Verbal Behavior?Chair: Jonathan Tarbox ( University of Nevada , Reno )Discussant: Charles A. Lyons (Eastern Oregon University)Is Skinner’s Distinction Between Verbal and NonverbalBehavior Useful? JONATHAN J. TARBOX and Linda J.Hayes ( University of Nevada , Reno )On the Relation Between Skinner’s Verbal Behaviorand Relational Frame Theory. NICHOLAS M. BERENSand Steven C. Hayes ( University of Nevada , Reno )The Perils of Incomplete System Building . LINDA J.HAYES ( University of Nevada , Reno )

# 67 Paper Session5/24/2003 3:30 PM - 4:20 PM Pacific Suite H VRBFurther Issuers in Verbal BehaviorChair: Sam Leigland ( Gonzaga University )Response Classes, Time Allocation and Verbal Behavior(EAB). SAM LEIGLAND ( Gonzaga University )An Investigation into the Interactions Between SchedulePerformance and Verbal Behavior Concerning thatPerformance (EAB; Databased Presentation). FRANKHAMMONDS (Troy St. University)

# 81 Symposium5/24/2003 4:00 PM - 5:20 PM Sierra Suite H VRBIncreasing the Verbal Repertoires of Young Childrenwith Autism (Databased Presentation)Chair: Diane Taranto (CHIP)The Acquisition of Textual Behavior Using TextualStimuli of Preferred Objects versus Common Words.DIANE TARANTO , Tommy Gianoumis and AlexandraCouet (CHIP)Receptive Training to Facilitate the Acquisition ofIntraverbal Behavior. TOMMY GIANOUMIS and DianeTaranto (CHIP)Effects of Stimulus-Stimulus Pairing Procedures on theAcquisition of a Manding Repertoire and Vocalizations.KATIA CONSTANTINIDES, Diane Taranto and TommyGianoumis (CHIP)

The Use of Video Modeling to Facilitate the Acquisitionof Echoic and Intraverbal Behavior. LORELLI DENISE,Diane Taranto and Elizabeth Fried (CHIP)The Risk of Limiting Access to Early Intensive BehaviorTreatment Programs Based on Pre-selected Criteria.KIMBERLY WOOD, Phyllis N. Williamson, Susan Riggs-Wright, Donovan Chapa, Amy Dodsworth and MichelleHall (Applied Behavior Consultants, Inc.)Interventions for Infants with Early Signs of AutismSpectrum Disorders. JESSICA BRIAN (Hospital for SickChildren) and Lonnie Zwaigenbaum ( Hamilton HealthSciences, Chedoke)Choosing One Language or Two when TeachingChildren with Autism (VRB). ANGELA GONZALEZ(Behavior Analysis, Inc.)

# 86 International Symposium5/24/2003 4:00 PM - 5:20 PM Nob Hill D EDC/VRBRelational Frame Theory: Implications for EducationalInstruction and Research (Databased Presentation)Chair: Yvonne Barnes-Holmes (National University ofIreland , Maynooth)Implications of Relational Frame Theory for EarlyIntensive Behavior Interventions for ChildrenDiagnosed with Autistic Spectrum Disorder. JOHNMcELWEE ( New Hope of Pennsylvania )Enhancing Curriculum Design Through RelationalFraming. RICHARD LAITINEN (Tucci LearningSolutions Inc.)Derived Spelling Responses as a Function of a MultipleExemplar Instructional History: A Replication. R.Douglas Greer, Katherine Meincke, Susan Mariano-Lapidus, HEATHER GIFALDI, JoAnn Pereira and JessicaWebb ( Columbia University Teachers College )Using Multiple Exemplar Training to EstablishSymmetry or Equivalence with DevelopmentallyDelayed Children. MARIA McGARRELL, YvonneBarnes-Holmes and Dermot Barnes-Holmes (NationalUniversity of Ireland , Maynooth)

# 95 Invited Event (available for CE for behavioranalysts)5/24/20034:30 PM - 5:20 PMPacific Suite HVRBIn Search of King Solomon's Ring: Studies on theCognitive and Communicative Abilities of Grey Parrots(Databased Presentation)Chair: Jack Michael (Western Michigan University)IRENE PEPPERBERG (MIT School of Architecture andPlanning)

# 100 International Poster Session5/24/2003 5:30 PM - 7:00 PM Golden Gate A EABGeneral Rule Formulations and MatchingPerformances in Mexican College Students (VRB).ROSALINDA ARROYO, Maria Luisa Cepeda, PatriciaPlancarte, Diana Moreno, Olivia Tena and HortensiaHickman ( Universidad Nacional Autonoma de Mexico)


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# 103 Poster Session5/24/2003 5:30 PM - 7:00 PM Golden Gate A TPCError Pattern Recognition: Artificial Neural NetworkAnalysis of Transformation of Functions (VRB;Databased Presentation). ELEAZAR VASQUEZ III,Chris Ninness, Robin Rumph, Glen McCuller, CarolHarrison and Bradfield Anna ( Stephen F. Austin StateUniversity ) and Sharon K. Ninness ( Nacogdoches ISD)

# 146 International Symposium5/25/2003 9:00 AM - 10:20 AM Pacific Suite H VRBAutoclitics, Grammar and Analogical Reasoning:Developmental Issues (Databased Presentation)Chair: Joanne Keaveney ( National University of Ireland ,Maynooth)Discussant: Carmel Staunton (National University ofIreland , Maynooth)Derived Grammar Responses as a Function of aMultiple Exemplar Instructional History. Dolleen-DayKeohane, SUSAN MARIANO-LAPIDUS and R. DouglasGreer ( Columbia University Teachers College )Analogical Reasoning and Relating Relational Frames:Can Young Children Reason Analogically? DermotBarnes-Holmes (National University of Ireland,Maynooth), Ian Stewart (National University of Ireland,Galway), Yvonne Barnes-Holmes (National University ofIreland, Maynooth) and PAUL M. SMEETS (LeidenUniversity, Holland)The Effects of Multiple Exemplar Instruction onDerivation of Autoclitic Functions and Classes.JEANNE M. SPECKMAN and R. Douglas Greer (Columbia University Teachers College )

# 183 International Symposium5/25/2003 10:30 AM - 11:50 AM Pacific Suite HVRB/AUTRelational Responding, Observational Learning andGeneralisationChair: Jennifer O' Connor ( Dublin CABAS School &National University Ireland , Maynooth)The Effects of Levels of Verbal Behavior on theEmergence of Stimulus Equivalence Relations in YoungChildren with Autism Diagnoses. JENNIFER O'CONNOR, Dermot Barnes-Holmes and Yvonne Barnes-Holmes (National University of Ireland , Maynooth)Is Transformation of Stimulus Function Across Match,Point, Tact and Intraverbal Responses for Childrenwith Autism a Function of Multiple ExemplarInstructional Histories? R. Douglas Greer, CELESTINARIVERA, Mapy Chavez-Brown and Lauren Stolfi(Columbia University)Observational Learning of Relational Frames. CLAIREEAGAN and Olive Healy ( Cork CABAS School )The Contribution of Stimulus Class Formation toGeneralisation and Stimulus Control Transfer. OLIVE

HEALY ( Cork CABAS School ) and Geraldine Leader(National University of Ireland , Galway )

# 190 Special Event5/25/2003 11:00 AM - 11:50 AM Salon 9 VRB2003 Tutorial - The Multiple Control of VerbalBehaviorChair: Bruce Hesse (California State University,Stanislaus)JACK MICHAEL (Western Michigan University)

# 196 Poster Session5/25/2003 12:00 PM - 1:30 PM Golden Gate A AUTIncreasing Speaker Volume of Children with AutismThrough the Use of Visual and Auditory ResponsePrompts (VRB). R. Douglas Greer, SCOTT RODERICKand Ananya Goswamy ( Columbia University TeachersCollege )

# 198 International Poster Session5/25/2003 12:00 PM - 1:30 PM Golden Gate A DDAA Comparison of Two Methods to Teach Auditory-Auditory Identity Matching to Persons withDevelopmental Disabilities (VRB; DatabasedPresentation). TRACEY SEWELL, Aynsley Verbeke,Garry Martin, Sara Spevack, Dickie Yu, and Carole Marion( University of Manitoba )

# 199 International Poster Session5/25/2003 12:00 PM - 1:30 PM Golden Gate A DEVComparison of Mother-Child Linguistic InteractionPatterns Using a Multidimensional Observation System(VRB; Databased Presentation). EMILIO RIBES-IÑESTA and Carmen Quintana ( University of Guadalajara )

# 200 International Poster Session5/25/2003 12:00 PM - 1:30 PM Golden Gate A EABHuman Social Behavior Under Concurrent Schedules:Conger & Killeen (1974) Revisited (VRB; DatabasedPresentation). JEFF BORDENAVE, Luke Klein, JulieSchaller, Asley Wegener, Carla Arnold and Gregory J.MaddenDifferential Reinforcement of Sequential Response inHumans (VRB; Databased Presentation). KANAMEMOCHIZUKI (National Institute of Multimedia Education)and Masaya SatoEffects of Rule-Governed Analogs of PositiveReinforcement and Negative ReinforcementContingencies on Rule-Following (VRB; DatabasedPresentation). HORACIO ROMAN, Julianne Gallinat andThomas E. Boyce ( University of Nevada , Reno )

# 224 Symposium (available for CE for behavioranalysts)5/25/2003 1:30 PM - 2:50 PM Salon 1 EAB/VRB


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The Role of Protocol Analysis in Verbal BehaviorResearch: Data-Based Demonstrations (DatabasedPresentation)Chair: Sebastien Bosch (Center for Autism and RelatedDisorders)Discussant: Dave Palmer ( Smith College )Using Protocol Analysis to Examine Verbal Behavior ofExperts versus Novices in Interpreting FunctionalAnalysis Data. ROBERT WALLANDER and Jon S.Bailey ( Florida State University )Using Protocol Analysis in Behavior Analysis- TwoMethods to the Madness. MATTHEW NORMAND(Center for Autism and Related Disorders)Addressing Protocol Analysis Criticisms Through Data:the “Silent Dog” Strategy. FRANCISCO CABELLO(Universidad de La Rioja), Dermot Barnes-Holmes(National University of Ireland, Maynooth), CarmenLuciano (Universidad de Almeria)

# 225 Symposium (available for CE for behavioranalysts)5/25/2003 1:30 PM - 2:50 PM Pacific Suite H VRB/AUTThe Verbal Behavior Approach to Language Training:Refinements in the ProceduresChair: Mary Ann Powers (Behavior Analysts, Inc.)Discussant: Vince Carbone (Private Practice)Starting a Verbal Behavior Program. MARK L.SUNDBERG and Rikki Opheikens (Behavior Analysts,Inc.) and Carl T. Sundberg (Little Star School )Establishing a Daily In-Home or School EarlyLanguage Curriculum. RIKKI OPHEIKENS, Mark L.Sundberg, Debbie Ramirez, Agata Rozga and Judah Axe(Behavior Analysts, Inc.)Moving on to Complex Tacts, RFFC and IntraverbalTraining. LISA HALE, Mark L. Sundberg, Kathleen Kellyand Kristen Burton (Behavior Analysts, Inc.)

# 227 Paper Session5/25/2003 2:30 PM - 2:50 PM Pacific Suite C TPC/VRBRorty on Truth: Making the Traditional Anti-pragmatist Critique IrrelevantChair: Ted Schoneberger ( Stanislaus County Office ofEducation)TED SCHONEBERGER ( Stanislaus County Office ofEducation)

# 241 International Symposium5/25/2003 3:00 PM - 4:20 PM Salon 3 CBM/VRBClinical Implications of Relational Frame Theory:ACT, REBT and Cognitive Therapy (DatabasedPresentation)Chair: Yvonne Barnes-Holmes (National University ofIreland , Maynooth)Discussant: Kelly G. Wilson ( University of Mississippi )A Relational Frame Theory Account of RationalEmotive Behavior Therapy. DANIEL J. MORAN (Valparaiso University )

Can Relational Frame Theory Account for CognitiveDisputing Techniques? HANK ROBB (Pacific Institutefor Rational Emotive Behavior Therapy)An Empirical Investigation of Acceptance and ControlStrategies in Dealing with Self-Evaluations. MICHELLECRAIG, Yvonne Barnes-Holmes and Dermot Barnes-Holmes (National University of Ireland , Maynooth)

# 247 International Symposium5/25/2003 3:00 PM - 4:20 PM Salon 1 EAB/VRBIncoherence in Stimulus Networks: Some AppliedImplicationsChair: Serafin Gomez ( University of Almería )Discussant: Carol Pilgrim ( University of North CarolinaWilmington )Reversing Baseline Relations with Multiple StimulusRelations. NICHOLAS BERENS, Mathew Aguilar, StevenC. Hayes and Linda J. Hayes ( University of Nevada , Reno)Reversing Derived Stimulus Relations: Searching forthe Controlling Variables. PAUL SMEETS ( Universityof Leiden ) and Dermot Barnes-Holmes and YvonneBarnes-Holmes (National University of Ireland ,Maynooth)Coherent and Incoherent Training of EquivalenceClasses and Its Effects on the Relational Context. MaríaJosé Garro and SERAFÍN GÓMEZ ( University of Almería), Dermot Barnes-Holmes (National University of Ireland ,Maynooth) and María del Mar Lozano ( University ofAlmería )

# 253 Symposium5/25/2003 3:00 PM - 4:20 PM Pacific Suite H VRBThe Role of Joint Control in Verbal Behavior:Explanation, Application and Replication (DatabasedPresentation)Chair: Julie S. Vargas ( West Virginia University )Discussant: Julie S. Vargas ( West Virginia University )Meaning, Expression and Comprehension. BARRYLOWENKRON ( California State University ,Los Angeles)The Role of Joint Control in Selection Responses inChildren with Autism. JOYCE TU ( West VirginiaUniversity )Coding Responses and the Generalization of Matchingto Sample in Children: A Direct Replication. DAVIDSIDENER ( Western Michigan University )

# 264 International Poster Session5/25/2003 5:30 PM - 7:00 PM Golden Gate A AUTMastery of Component Skills in Reading Fluency forChildren with Autism (VRB; Databased Presentation).TRACI CIHON and Guy Bedient ( Special School Districtof St. Louis County )Component Frequencies and Composite Performance ofa Basic Learning Skill by Children Diagnosed withAutistic Spectrum Disorder (VRB; Databased


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Presentation). JOHN McELWEE, Shawn Munson, BridgetGibbons and Tanya Jones ( New Hope of Pennsylvania )

# 267 Poster Session5/25/2003 5:30 PM - 7:00 PM Golden Gate A DDASelf-Management of Initiations to Peers by a School AgeStudent with a Developmental Disability: A Case Study(VRB; Databased Presentation). BOBBY NEWMAN(Room to Grow), Brenda Haga

# 268 Poster Session5/25/2003 5:30 PM - 7:00 PM Golden Gate A EABSelf-Editing Behavior in Real-Time Computer-BasedWriting: An Exploratory Analysis (VRB). L.KIMBERLY EPTING and Lewis Barker ( AuburnUniversity )

# 270 Poster Session5/25/2003 5:30 PM - 7:00 PM Golden Gate A TBASystematic Reinforcement and Extinction of VerbalBehavior: Teaching Students: Replicating Verplanck.(VRB; Databased Presentation). STEPHEN RAYFLORA, Michelle Fisher, Lauren Hazelkorn, Lisa Kaneski,Anthony Meek and Lisa Torrence ( Youngstown StateUniversity )

# 309 International Symposium5/26/2003 9:00 AM - 10:20 AM Pacific Suite H VRB/EABDerived Stimulus Relations Research with HigherCognitive Processes (Databased Presentation)Chair: Louise McHugh ( National University of Ireland ,Maynooth)Transfer and Transformation of DiscriminativeFunctions Related to Control-Expectancies andEvaluations of Task-Difficulty in Adult Subjects . J.C.Visdomine, Marie Carmen Luciano, SONSOLESVALDIVIA-SALAS , Jose Ortega, Marisa Paez-Blarrinaand Miguel Rodriguez-Valverde ( University of Almería )Knowing when a Belief Is Just a Belief. Louise McHugh,Yvonne Barnes-Holmes, Dermot Barnes-Holmes andSINEAD SMYTH (National University of Ireland ,Maynooth)Relational Frame Theory and Conceptual Self: ClinicalImplications. RHONDA MERWIN, Kelly Wilson,Catherine AdamsDerived Relational Responding of Metaphor as aFunction of a Multiple Exemplar Instructional History.DOLLEEN KEOHANE, Katherine Meincke, HeatherGifaldi and R. Douglas Greer ( Columbia UniversityTeachers College )

# 321 International Symposium5/26/2003 9:00 AM - 10:20 AM Salon 1 EAB/VRBThe Transformation of Stimulus Functions andMultiple Stimulus Relations: New Empirical Advances(Databased Presentation)Chair: Ruth Anne Rehfeldt (Southern Illinois University )

Discussant: Steven C. Hayes ( University of Nevada , Reno)Stimulus Classes and the Transformation of Functionsin Accordance with Multiple Stimulus Relations.DERMOT BARNES-HOLMES and Yvonne Barnes-Holmes (National University of Ireland , Maynooth)The Transformation of Respondent Eliciting andOperant Discrimination Functions in Accordance withMultiple Stimulus Relations. SIMON DYMOND andNancy Ridoutt (Anglia Polytechnic University, Cambridge)and Bryan Roche, Robert Whelan and Dermot Barnes-Holmes (National University of Ireland, Maynooth)Generalized Relational Stimuli and the Transformationof Operant and Respondent Stimulus Functions.MICHAEL J. DOUGHER, Derek Hamilton, Brandi Finkand Jennifer Harrington (University of New Mexico )

# 330 Panel Discussion (available for CE for behavioranalysts)5/26/2003 10:30 AM - 11:20 AM Salon 1 EAB/VRBApplication of Protocol Analysis in Verbal BehaviorResearch: Theoretical and Practical Issues ExaminedChair: Jon S. Bailey (Florida State University)ROBERT WALLANDER (Florida State University)MATTHEW NORMAND (Center for Autism and RelatedDisorders) JON S. BAILEY (Florida State University)# 347 Symposium (available for CE for behavioranalysts)5/26/2003 10:30 AM - 11:50 AM Pacific Suite H VRBResearch Related to Skinner’s Analysis of VerbalBehavior with Children with Autism (DatabasedPresentation)Chair: Vincent J. Carbone (Private Practice)The Use of Sign Language to Increase VocalResponding of a Child with Autism. JULIE DIXON ,Lisa Lewis, Rose Louden, Susan Quinn and Vincent J.Carbone (Private Practice)Improving Vocal Verbal Behavior via Tutor ModeledSuccessive Approximations. TAMARA KASPER andJennifer Godwin (Private Practice)Using Probe Data Recording Methods to AssessLearner Acquisition of Skills. PAMELA DOLLINS andVincent J. Carbone (Private Practice)Using Joint Control Procedures to Teach ComplexListener Behavior to a Child with Autism. VINCENT J.CARBONE, Lisa Lewis, Rose Louden and Susan Quinn(Private Practice)

# 357 International Poster Session5/26/2003 12:00 PM - 1:30 PM Golden Gate A AUTDo Group Level Patterns of Speech Sound DevelopmentApply to the Individual with Autism? (VRB; DatabasedPresentation). LISA TULLY (UCSD Autism ResearchLaboratory) and Joseph McCleery, L. Robert Slevc andLaura Schreibman ( University of California , San Diego )Utilizing Oral Motor Therapy Techniques withAdolescents with Autism to Improve Speech


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Intelligibility (VRB). ANGELA MEZZOMO and AmyBergen ( Eden II Programs)Replacing Palilalia with Appropriate Verbal Behavior(VRB; Databased Presentation). LEILA FARSHCHIANand Douglas R. Greer ( Columbia University TeachersCollege )

# 361 International Poster Session5/26/2003 12:00 PM - 1:30 PM Golden Gate A EABDifferential Sensitivity of Rule-Governed Behavior toScheduled Contingencies (VRB; DatabasedPresentation). YUKA KOREMURA, Jesus Rosales-Ruizand Richard Lynn Anderson ( University of North Texas )

# 363 Poster Session5/26/2003 12:00 PM - 1:30 PM Golden Gate A VRBThe Verbal Behavior Network: A State-Wide Initiativeto Disseminate Verbal Behavior Research and ClinicalApplications with Children with Autism (AUT).THOMAS CAFFREY (The Verbal Behavior Network) andVincent J. Carbone (Private Practive)The Effects of Writer Immersion: Assessing the Utilityand Function of Written Feedback on the Writer asOwn Reader Repertoire (Databased Presentation).GAIL CHAN and Katherine Meinke ( Columbia UniversityTeachers College )The Effects of Writer Immersion on Students’ WrittenCompositions. JO ANN PEREIRA and Dolleen-DayKeohane ( Columbia University Teachers College )Increasing Verbal Behavior Using Verbal Emersion(Databased Presentation). LAUREN STOLFI and R.Douglas Greer ( Columbia University Teachers College )Decreasing Errors Using a Faded Echoic to ReduceAberrant Behavior (DDA; Databased Presentation).JANNINE SARROCCO and Christine A. O’Rourke (Columbia University Teachers College )The Correlation Between Inter-Trial Intervals ofVarying Lengths and Rates of Off Task Behavior(AUT; Databased Presentation). CAROLE A.ROXBURGH and Stephanie HulshofReducing Aggression by Increasing Communication:Teaching Functional Communication to an Individualwith Acquired Brain Injury (Databased Presentation).JASON CAVIN, Christie Montgomery, Jerre R. Brimerand Robert Montgomery (The Learning Tree)Investigating the Functional Independence of Mandsand Tacts in a Vocal-Verbal Child with Autism (AUT;Databased Presentation). JILL CASTELLANI (Connecticut Center for Child Development) and Sigrid S.Glenn ( University of North Texas )Distorted Tact: Examples in Japanese LanguageCommunity (TPC). NAOKO SUGIYAMA ( YamawakiGakuen College )Teaching Children with Autism Multiply ControlledVerbal Operants (AUT; Databased Presentation).JENNY AMOS, Kristyne Jolly and Megan McMillen (The

Bay School), Matthew Tincani (University of Nevada, LasVegas) and Barry Morgenstern (The Bay School)

# 366 International Invited Event (avalialable for CEfor behavior analysts)5/26/20031:30 PM - 2:20 PMPacific Suite HVRBCross-Cultural Evidence on Language Training andLearningChair: Sam Leigland (Gonzaga University)ERNST MOERK (Wirtschaftsuniversitaet Vienna)

# 386 Paper Session5/26/2003 2:30 PM - 3:20 PM Pacific Suite H VRBAssessing the Status of Skinner’s Analysis of VerbalBehaviorChair: William F. Potter ( California State University ,Stanislaus)Exploration in VB: 56 Years Old. WILLIAM F.POTTER and Season Almason ( California StateUniversity , Stanislaus)VB Research: Why or Why Not? (DatabasedPresentation). ANDREA DUROY and William F. Potter (California State University , Stanislaus)

# 416 Panel Discussion (avalialable for CE for behavioranalysts)5/26/2003 3:30 PM - 4:20 PM Pacific Suite H VRB/TPCFurther Untangling: A Science of Behavior and Higher-Order Verbal Phenomenon Part IChair: Janet S. Twyman (Headsprout)DAVID C. PALMER ( Smith College )HANK SCHLINGER ( California State University ,Northridge)GREGORY STIKELEATHER (Headsprout)

# 420 International Poster Session5/26/2003 5:30 PM - 7:00 PM Golden Gate A AUTRapid Acquisition of Verbal Behavior by youngChildren with Autism /PDD without Intensive In-HomeABA Therapy (VRB). PHILIP W. DRASH (Autism EarlyIntervention Center )

# 424 International Poster Session5/26/2003 5:30 PM - 7:00 PM Golden Gate A EABFunction Transfer in Humans: The Effect of BehavioralSupport and Contextual Variables (VRB; DatabasedPresentation). FRANCOIS TONNEAU, Nadjelly KimAbreu and Felipe Cabrera (Universidad de Guadalajara)The Correspondence Between Doing and Saying inChildren’s Self-Report: A Replication of De FreitasRibeiro’s Study(1981,1989; VRB; DatabasedPresentation). HERIKA SADI (Pontificia UniversidadeCatolica de São Paulo/ Brazil )

# 426 International Poster Session5/26/2003 5:30 PM - 7:00 PM Golden Gate A VRB


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Establishing Relational Control over Manding in Adultswith Severe Developmental Disabilities (DDA;Databased Presentation). SHANNON ROOT and RuthAnne Rehfeldt(Southern Illinois University )Terrorism and the Manipulation of Relational Frames(CSE; Databased Presentation). KIMBERLY R.ZLOMKE,Mark R. Dixon and Jonah Martin (SouthernIllinois University )Teaching of Repertoire Autoclitic in Children withAutism (AUT; Databased Presentation).FRANCISCOJOSÉ ALÓS ( University of Cordoba ) andJosé JulioCarnerero (Association of Parents of Autistic ofCordoba , Spain )Acquisition of a Matching to Sample Task UnderDifferent Language Modes and Cross-Modal Transfer(Databased Presentation). DANIEL GOMEZ-FUENTES(Universidad Veracruzana) and Emilio Ribes-Iñesta (Universidad de Guadalajara)Using Stimulus Equivalence to Demonstrate Pre-existing Linguistic Relations(Databased Presentation).MIKE CLAYTON and Lindsay Hanner (Jacksonville StateUniversity)Gender and RFT (TPC). YORS GARCIA (SociedadColombiana de Psicologia)The Effects of Using Visual and Vocal Prompts toImprove Intraverbal Skills and Promote Generalizationof a Child with Autism and Promote (AUT;DatabasedPresentation). TISHA E. MILLERSMITH,Karissa L. Frafjord and Kimberly P. Weber ( GonzagaUniversity )Functional Analyses of Inappropriate Verbal Behaviorof Individuals with Traumatic Brain Injury (DatabasedPresentation). Mark R. Dixon (Southern IllinoisUniversity ), John M. Guercio(Center for ComprehensiveServices) and Jamie M. Dake and ALICIAGASTON(Southern Illinois University )Imitative Behavior as a Function of ContingentImitation of Childrens’ Verbal Responses(DDA;Databased Presentation). Martha Peláez ( FloridaInternational University ), and TERESA DE JESÚSP.LUNA-DOMÌNGUEZ and Sebastián Figueroa-Rodríguez(Universidad Veracruzana)Teaching Functionally and Structurally ErrorlessWriting Through Writer Immersion (EDC; DatabasedPresentation). HEATHER GIFALDI ( ColumbiaUniversity Teachers College )

# 443 International Symposium (available for CE forbehavior analysts)5/27/2003 9:00 AM - 10:20 AM Pacific Suite H VRB/AUTTeaching One to One Correspondence Counting.GLADYS WILLIAMS (Applied Behavioral ConsultantServices), Robin Pomeroy ( David Gregory School ), MariaBelen Gomez-Verdugo (Fundacion Unicornio) and AnaPastor-Sans (Asociacion de Padres de Autistas de Cordoba) Controlling Variables that Contribute to theGeneralization of a Tact Repertoire in Children with

Autism. GLADYS WILLIAMS and Jennie Williams-Keller (Applied Behavioral Consultant Services) and JoseJulio Carnerero (Asociacion de Padres de Autistas deCordoba )Unidirectional Transfer Between Two Types ofIntraverbals. LUIS ANTONIO PEREZ-GONZALEZ(Universidad de Oviedo) and Judith Salameh (UniversidadPontificia Bolivariana)Findings from Verbal Behavior Research to TeachChildren with Autism (Databased Presentation)Chair: Gladys Williams (Applied Behavioral ConsultantServices)Discussant: Sigrid S. Glenn ( University of North Texas )

# 456 International Symposium5/27/2003 10:00 AM - 11:20 AM Salon 1 EAB/VRBEmpirical Analyses of Motivation (DatabasedPresentation)Chair: Robert Whelan ( National University of Ireland ,Maynooth)Discussant: Thomas O’Reilly (National University ofIreland , Maynooth)Verbal Functions and Motivation. SONSOLESVALDIVIA-SALAS, Carmen Luciano-Soriano, FranciscoJ. Molina-Cobos and Francisco Cabello Luque (Universidad de Almería , Spain )An Empirical Analysis of Verbal Motivation.WINIFRED JU (Northwest Human Services)A Transformation of Motivative Functions inAccordance with the Relational Frames of Same andOpposite. ROBERT WHELAN and Dermot Barnes-Holmes (National University of Ireland , Maynooth)

# 472 International Symposium5/27/2003 10:30 AM - 11:50 AM Pacific Suite HVRB/EDCTeaching Reading and SpellingChair: Joanne Keaveney ( National University of Ireland ,Maynooth)Derived Spelling Responses as a Function of a MultipleExemplar Instructional History. R. DOUGLAS GREERand Lynn Yuan ( Columbia University Teachers College )Preschool Children Show RecombinativeGeneralization in Spelling of Three-Letter Words.MONIKA SUCHOWIERSKA, Katherine Stewart andKathryn Saunders ( University of Kansas )Using Recombinative Generalisation and Symmetry toModel Basic Reading Skills. Joanne Keaveney, FIONALYDDY, Yvonne Barnes-Holmes and Dermot Barnes-Holmes (National University of Ireland , Maynooth)Stimulus Control Methods to Teach Reading : Effectson Acquisition and Retention. DEISY DAS GRAÇASDE SOUZA, Ariane Agnes Corradi, Alex Eduardo Gallo,Emanuelle Paulino, Lidia Postalli and Julio C. de Rose(Universidade Federal de São Carlos)

# 489 International Paper Session


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5/27/2003 12:00 PM - 1:20 PM Salon 7 EABWhat Operant Reinforcement Can’t Do (VRB).FRANCOIS TONNEAU (Universidad de Guadalajara)Protocol Analysis of Rhyming and AlliterativeEquivalence Relations (VRB; Databased Presentation).TOM RANDELL and Bob Remington ( University ofSouthampton )

# 494 International Symposium5/27/2003 12:00 PM - 1:20 PM Pacific Suite H VRB/EDCVerbal Behavior as the Basis of CABAS® Programs(Databased Presentation)Chair: Dolleen-Day Keohane ( Columbia UniversityTeachers College )Increasing Writer Behavior Using Writer Immersion asa Tactic. Katherine Meincke ( Columbia UniversityTeachers College ) and EMMA HAWKINS and SharonBaxter ( Jigsaw School )Writer Immersion as a Tactic to Increase Students’ Useof Autoclitics Across Novel Topographies. JOANNPEREIRA and Dolleen-Day Keohane ( ColumbiaUniversity Teachers College )The Effects of In Situ Instruction on the Scientific Tactsand Verbally Mediated Behavior of Teacher. Dolleen-Day Keohane and KATHERINE MEINCKE ( ColumbiaUniversity Teachers College )Verbal Behavior as the Basis of Supervision in CABAS®Programs. DOLLEEN-DAY KEOHANE ( ColumbiaUniversity Teachers College )

# 495 International Paper Session (available for CE forbehavior analysts)5/27/2003 12:30 PM - 1:20 PM Salon 1 EABStimulus EquivalenceChair: Bob Remington ( University of Southampton )The Role of Name Pre-training and Verbal InterferenceDuring Emergent Testing in Equivalence ClassFormation (VRB; Databased Presentation). BOBREMINTON, Tom Randell and Katherine Lees (University of Southampton )Symmetry in Cebus Apella (DDA; DatabasedPresentation). JOSE RICARDO SANTOS, RomarizBarros and Olavo Galvão (Universidade Federal do Pará)


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Guidelines for the Submission of Articles

VB News publishes articles related to the functional analysis of verbal behavior. Article types include,but are not limited to, discussion and review articles, verbal behavior program reports, pilot researchreports, book reviews, and brief commentary. Each of these categories is described in more detail below.If you would like to submit an article that does not fit into any of these categories, simply E-mail me asummary of your article and I will let you know if it would be appropriate. The editor and two additionalreviewers will

All submissions should be prepared as a Microsoft Word document and sent as an E-mail attachment.The manuscript should be single spaced in 11-point Times New Roman font. APA style conventionsshould be followed.

Discussion and Review ArticlesBrief surveys and/or analyses of verbal behavior related research or theoretical discussions will beaccepted. These reviews should not exceed six-pages.

Program ReportsBrief descriptions of the application of verbal behavior to language curricula are welcomed. Thesereports should not exceed six-pages and may include up to an additional two-pages of appendices.

Pilot Research ReportsDescriptions of innovative pilot research targeting verbal behavior related phenomena are acceptable.These reports should not exceed three-pages and must include a complete description of your methods, abrief summary of your results with one figure, and only a one or two paragraph introduction.

As VB News is a newsletter publication, these reports need not meet the stringent methodologicalrequirements for publication in a peer-reviewed journal. The intention is to inform interested parties so asto stimulate discussion and further research.

Book ReviewsBrief reviews of books likely to be of interest to the verbal behavior community are encouraged.These reviews should not exceed two-pages and should include only a short reference list.

Brief CommentaryShort articles, in the mold of traditional op-ed pieces or letters to the editor, will be accepted atthe discretion of the editor. Articles should not exceed a single page.

Please Send All Submissions to:

Matthew Normand, Ph.D., [email protected]

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