Healthcare professionals frequently ask individuals to use numerical rating scales to rate their pain intensity, yet individuals often find it challenging to accurately report sensations. The present study explored the efficacy of procedures to teach adults to report the intensity of tactile sensations-rough, heavy, and temperature (hot/cold)-on a numerical rating scale within a multiple baseline design across stimulus sets. The participants felt the stimuli, which were concealed from the participants' view, by inserting their hands into a stimulus box. The participants mastered the taught intensity tacts and generalized the tacts to novel body parts. One participant also generalized tacts to untaught intensities, and the other participant generalized responding to novel stimuli, untaught intensities, and untaught intensities in novel stimulus sets. These findings are discussed in the context of Skinner's analysis of how humans learn to talk about private events.

The online version contains supplementary material available at 10.1007/s40616-024-00214-6.

Successive matching-to-sample (S-MTS) with a go/no-go response requirement has previously produced equivalence classes with nonverbal auditory stimuli among college students. When participants are required to talk aloud during posttests (protocol analysis), their verbal behavior tends to match their selection performance. However, in some cases, the protocol analysis seems to interfere with posttests, in that equivalence yields are lower when participants are required to talk aloud. Thus, the current study replicated and extended previous research by requiring participants to complete emergence posttests before introducing training for the protocol analysis. Subsequently, participants completed one additional block of the transitivity/equivalence posttest with the talk-aloud requirement. Additionally, participants completed tact and intraverbal tests following emergence posttests to further assess possible verbal-mediation strategies. The results showed that six of eight college students formed equivalence classes, suggesting that previous failures could have been influenced by the talk-aloud requirement. Further, there was a positive correlation between verbal and nonverbal (selection) responses suggesting the possibility that verbal mediation may have contributed to equivalence-class formation.

This study examined the effect of a serial multiple exemplar training (S-MET) procedure on bidirectional naming (BiN) in four preschool children diagnosed with autism spectrum disorder (ASD). A non-concurrent multiple baseline design was used to evaluate the effects of training listener and speaker behavior for one stimulus at a time until BiN occurred. When BiN occurred, probes were conducted to measure whether generalization occurred across settings and people. Three out of four participants’ responding met the mastery criterion for BiN, while the fourth participant improved her performance. The results of this study suggest that S-MET may be a promising intervention and contribute to our knowledge about learning histories required for BiN.

In topography-based verbal behavior, different antecedent stimuli control different topographies of responding, whereas in selection-based verbal behavior, different antecedent stimuli control the selection of visually distinct stimuli from an array of options. In this article, we point out three variable characteristics of selection-based behavior, highlighted by recent technological developments, that affect its similarity to topography-based behavior: The extent to which stimuli can be constructed from minimal units, the size and composition of the selection array, and the similarity of response-produced stimuli to verbal stimuli that are prevalent in the speaker's verbal community. Although a distinction between topography-based and selection-based behavior has merit, particular characteristics of a selection-based verbal behavior modality may often be more relevant for researchers and clinicians to consider than its status as selection-based.

In simultaneous prompting procedures, an immediate (i.e., 0-s) prompt is presented during all training trials, and transfer to the target discriminative condition is assessed during daily probes. Previous research suggests that simultaneous prompting procedures are efficacious and may produce acquisition in fewer errors to mastery when compared to prompt delay procedures. To date, only a single study on simultaneous prompting has included intraverbal targets. The current study evaluated the efficacy of a simultaneous prompting procedure on the acquisition of intraverbal synonyms for six children at risk for reading failure. Simultaneous prompting alone produced responding at mastery levels in seven of the 12 evaluations. Antecedent-based procedural modifications were effective in four of the five remaining evaluations. Errors were generally low for all but one participant. The current findings support the use of simultaneous prompting procedures when targeting intraverbals for young children exhibiting reading deficits.

This systematic review evaluated the effects of foreign tact training on emergent learning outcomes in ten published studies. We also conducted a meta-analysis of aggregate data from seven studies comparing outcomes of foreign tact training with other verbal operant procedures. The preliminary findings indicated foreign tact training produced criterion-level responses in 84 of 106 (79.2%) post-test probes across 37 learners and 55 evaluations of foreign tact training. The meta-analysis results revealed significantly higher within-subjects mean levels of emergent responding following foreign tact training than foreign-to-native intraverbal, native-to-foreign intraverbal, and foreign listener training. Emergent outcomes for adults were not significantly greater than for children. Finally, foreign tact training was slightly more efficient than the other verbal operant procedures, although most of the differences were not statistically significant.

The purpose of the current study was to extend the findings on the use of the go/no-go successive matching-to-sample (S-MTS) procedure to establish auditory equivalence classes. Eight college students learned to conditionally relate nonverbal auditory stimuli into three, 3-member classes. Following training, all participants met the emergence criterion for symmetry, and six out of eight participants met the emergence criterion for transitivity/equivalence. Furthermore, all participants responded with either an experimenter-defined or a unique tact, and five participants related these names intraverbally. Although these results replicate previous findings, albeit with stimuli that cannot be echoed, possible verbal mediation via tact and intraverbal behavior seems to have occurred.

In Part 1 of these remembrances of Jack Michael, we briefly described Jack's history in terms of how he became a behavior analyst (Sundberg & Schlinger, 2021). We pointed out that he was one of the first to apply the principles of behavior analysis discovered in the experimental laboratory to the area of rehabilitation. In so doing, Jack was perhaps the first applied behavior analyst. In Part 1, some of his former students and close associates from his early years at the University of Houston, Arizona State University, and Western Michigan University-John Mabry, Grayson Osborne, Jon Bailey, Mark Sundberg, and J. Vincent Carbone-provided their personal tributes to Jack. In Part 2, we offer six more tributes that-with one exception, that of Ted Ayllon-provide insight into Jack's work in the latter part of his career. In addition to Ted Ayllon, these tributes are from Jack's students and close associates Hank Schlinger, Dave Palmer, John and Barb Esch, Carl Sundberg, and Caio Miguel. The authors provide insights not only into their views about Jack but also into their own lives. Collectively, they paint a picture of people from different backgrounds that all found their way to Jack Michael and to behavior analysis. To a person, they describe how their behavior, whether as scientists, practitioners, or both, was radically transformed as a result, and how they attribute that change largely to Jack's influence.

The online version contains supplementary material available at 10.1007/s40616-020-00140-3.