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Literature DB >> 16795654

Correspondence between saying and doing: Some thoughts on defining correspondence and future directions for application.

G R Karlan¹, F R Rusch.
1. Purdue University.

Abstract

Israel (1978) evaluated and discussed research on positive and negative verbal-nonverbal correspondence. In the present report we attempt to delineate the relationship of correspondence training to two major intervention goals-producing (increasing) behavior and inhibiting (decreasing) behavior. The concepts of noncorrespondence and generalized positive correspondence are introduced. Past research relating to the correspondence analyses offered for the two intervention outcomes and possibilities for future research are discussed. The relationship of verbal correspondence training to the issues of response maintenance and response generalization is also examined.

Year: 1982 PMID： 16795654 PMCID： PMC1308254 DOI： 10.1901/jaba.1982.15-151

Source DB: PubMed Journal: J Appl Behav Anal ISSN： 0021-8855

19 in total

Correspondence between saying and doing: Some thoughts on defining correspondence and future directions for application.

1. CUE PROPERTIES OF WORDS: THE CONTROL OF OPERANT RESPONDING BY RATE AND CONTENT OF VERBAL OPERANTS.

2. Interaction between verbal and nonverbal behavior.

3. Some thoughts on correspondence between saying and doing.

4. Correspondence between saying and doing: teaching children to share and praise.

5. Correspondence training, prior verbal training, and control of nonverbal behavior via control of verbal behavior.

6. An implicit technology of generalization.

7. Effects of reinforcement and guidance procedures on instruction-following behavior of severely retarded children.

8. Developing correspondence between the non-verbal and verbal behavior of preschool children.

9. The effects of self-instruction on immoral behavior.

10. Verbal self-control: the establishment of effective self-instruction.

1. A review of correspondence training: Suggestions for a revival.

2. Addenda.

3. A procedural analysis of correspondence training techniques.

4. The buckle-up promise card: A versatile intervention for large-scale behavior change.

5. Delayed reinforcement as an indiscriminable contingency in verbal/nonverbal correspondence training.

6. Saying and doing: A contingency-space analysis.

7. Programming maintenance after correspondence training interventions with children.

8. Correspondence between definitions and procedures: A reply to Stokes, Osnes, and Guevremont.

9. On the functional role of the verbalization in correspondence training procedures.

10. Teaching multiplication facts to students with learning disabilities.