Many children with autism do not acquire vocal verbal behavior as their primary form of communication. To overcome this deficit, the implementation of some behavior analytic procedures has shown promise in supporting the development of vocal verbal behavior in children with autism. Specific teaching procedures that aim to increase speech production and speech clarity are described, as well as the learner characteristics necessary for the implementation of each procedure.
August 6 – 9, 2018
The Penn Stater Hotel and Conference Center
State College, Pennsylvania