EMERGENT INTRAVERBAL RESPONSES VIA TACT AND MATCH‐TO‐SAMPLE INSTRUCTION

Abstract

The present investigation evaluated the effectiveness of category tact and match-to-sample instruction in facilitating the emergence of intraverbal responses (i.e., naming several items belonging to a specific category) for 2 children with autism. Results demonstrated the emergence of untaught responses, suggesting an effective instructional protocol for establishing intraverbal responses without direct instruction.

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