The importance of multiple exemplar instruction in the establishment of novel verbal behavior

2019/07/22 by Danielle L. LaFrance, Jonathan Tarbox · 64 citations
Neuroscience · Psychology · #Artificial intelligence #Autism Spectrum Disorder Research #Behavioral and Psychological Studies #Cognitive psychology #Cognitive science #Computer science #Developmental psychology #Generative grammar #Generativity #Perspective (graphical) #Psychology #Relational frame theory

paper · doi:10.1002/jaba.611

published in Journal of Applied Behavior Analysis 53(1), 10-24 (Wiley)

openalex publication_date 2019/07/22 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/23

Abstract

According to traditional linguistic accounts language, and its generative nature, cannot be taught. From a behavior analytic perspective, language is like any other behavior; it is learned and amenable to change. Based upon Skinner's radical behavioral analysis of verbal behavior, specific procedures have been designed to promote novel verbal relations. However, despite the strength and utility of this approach, using behavioral principles to understand the generativity of language has been challenging. Dependent upon the specific theory (e.g., stimulus equivalence, relational frame theory, bidirectional naming) within the radical behavioral orientation, researchers arrange unique procedures to evaluate the variables responsible for this phenomenon. This paper presents the commonalities and differences of two procedures (i.e., multiple exemplar training, multiple exemplar instruction) with examples of research highlighting the use of both in producing generativity. Further, it describes how multiple exemplar instruction is independent from other procedures leading to this outcome, and concludes by providing recommendations for both research and practice.

Citations

• AN IMPLICIT TECHNOLOGY OF GENERALIZATION1
• BEHAVIORAL CUSPS: A DEVELOPMENTAL AND PRAGMATIC CONCEPT FOR BEHAVIOR ANALYSIS
• The effects of tact training on the emergence of categorization and listener behavior in children with autism
• USING MULTIPLE‐EXEMPLAR TRAINING TO TEACH A GENERALIZED REPERTOIRE OF SHARING TO CHILDREN WITH AUTISM
• Using equivalence‐based instruction to teach piano skills to college students

Cited by

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• Teaching comprehension of double-meaning jokes to young children. [europepmc]
• A Systematic Review and Quality Appraisal of Applications of Direct Instruction with Children with Autism Spectrum Disorder. [europepmc]
• Guidance for Behavior Analysts in Addressing Racial Implicit Bias. [europepmc]
• A Systematic Review of Emergent Learning Outcomes Produced by Foreign language Tact Training. [europepmc]
• Toward Efficiency and Effectiveness: Comparing Equivalence-based Instruction to Progressive Discrete Trial Teaching. [europepmc]
• A Tutorial for Implementing Matrix Training in Practice. [europepmc]
• The Establishment of Incidental Bidirectional Naming through Multiple Exemplar Instruction: a Systematic Replication. [europepmc]
• Effects of Serial Multiple Exemplar Training on Bidirectional Naming in Children with Autism. [europepmc]
• The Use of Multiple Exemplar Instruction to Induce Emergent Listener Discriminations and Emergent Intraverbal Vocal Responses in Autistic Children. [europepmc]
• Using must-have and can-have features to improve conceptual learning. [europepmc]

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