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Abstract Identifying component skills necessary for the emergence of intraverbal tacts, or verbal responses under control of both a verbal and nonverbal antecedent stimulus, is important because the occasion for this skill often occurs in a child's everyday life. Previous research has begun to identify a sequence of component skills that may lead to the emergence of multiply controlled intraverbals. However, it remains unclear which component skills are necessary versus sufficient. The purpose of this study was to evaluate the effects of teaching a subset of component skills, element tact and intraverbal categorization, to identify the skills sufficient for emergence of intraverbal tacts. A multiple‐probe design was used to assess intraverbal‐tact emergence for five participants diagnosed with autism spectrum disorder during pre‐and post‐element‐tact and intraverbal‐categorization teaching sessions. Emergence of intraverbal tacts was also assessed during recombinative‐generalization probes. Results indicated that intraverbal tacts emerged for all participants following acquisition of element tacts and intraverbal categorizations. As no other component skills were taught, these data suggest that these component skills may be sufficient for intraverbal tact emergence. Implications for identifying necessary component skills and directions for future research are discussed.

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Abstract Data-based individualization (DBI) is a fundamental practice in special education and a critical skill for special educators. However, many preservice special education teachers receive limited instruction in DBI during their preparation programs and, therefore, lack these skills. In this single-case design study, researchers examined the effectiveness of a training based on the stages of learning framework in teaching four preservice special education teachers to analyze student progress data and conduct an important step in the DBI process: making data-informed strategy selections. Researchers found a functional relation between the training and participants’ accuracy in identifying the correct stage of learning and selecting the corresponding instructional strategy, both with explanations. Participants maintained high levels of accuracy in identifying the correct stage of learning with explanation and moderately maintained accuracy in selecting the corresponding instructional strategy with explanation.

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Abstract Delay discounting entails a choice between one outcome soon and a more valued outcome later. Analyses emphasizing delay mask the role of the outcomes’ magnitudes in shaping the discounting function. Discounting was examined for justice-involved youth (JIY) and college students. Individuals performed a delay-discounting task using a range of smaller-sooner (SS) magnitudes and larger-later (LL) delays. First, a discounting function was formed by mimicking an adjusting amount procedure. A hyperboloid equation modelled the data well, based on information-theoretic model-selection, but many datasets from the JIY had to be eliminated. Second, dichotomous choices (“wait,” “don’t wait”) were modelled using mixed-effects logistic regression that incorporated both SS magnitude and LL delay. All data sets could be included in the second approach, which was based on the concatenated matching law. Datasets that were eliminated from the hyperboloid analysis showed sensitivity to reinforcer magnitudes undetected by the hyperboloid model. JIY discounted at a higher rate than college students in both analyses, partly because of poor sensitivity to the outcomes’ relative magnitudes. The two groups were tested with different modalities, limiting the conclusions drawn about them. Nonetheless, for both groups and testing modalities, incorporating magnitude and delay in mixed-model analyses enhanced the generality of delay-discounting analyses.