Evaluating Emergent Naming Relations Through Representational Drawing in Individuals With Developmental Disabilities Using the PEAK-E Curriculum

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Abstract

Naming has been described behavior analytically as the ability to engage in both speaker and listener behavior as they relate to stimuli in the real world, where speaker behavior is often demonstrated in the form of tacting and listener behavior in the form of selection-based responding. The present study sought to evaluate representational drawing as an alternative to selection-based listener responding where the listener behavior is unprompted. A multiple-baseline with an embedded multiple probe design was conducted across 3 individuals with developmental disabilities, and tact/drawing stimuli included unfamiliar animal blends. The results suggested that, following tact training, all of the participants demonstrated the untrained emergence of representational drawing of the blended animal pictures. The procedures and stimuli in the present study were taken from the PEAK-E curriculum, allowing for potentially easier replication by practitioners and researchers.

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