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Experimental evaluation demonstrates emergence of untaught intraverbal categorization in children with autism, suggesting an effective protocol for indirect verbal training.
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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Grannan et al. (2012) studied this question.
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