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Abstract A foreign language can be learned by acquiring relations among verbal elements in the native and the foreign language and demonstrating emergence. We explored the emergence of intraverbals with stimuli and responses in a foreign language after acquiring relations between two elements (e.g., cow and calf) in the native language. Six adults in the Native-Foreign (N-F) Group learned intraverbals with stimuli in the native language and responses in the foreign language (e.g., saying the foreign name of cow). Six adults in the Foreign-Native (F-N) Group learned intraverbals with stimuli in the foreign language and responses in the native language. All participants demonstrated emergence of 10 types of intraverbals. Those in the N-F Group demonstrated more emergence than those in the F-N Group. These findings indicate that the used procedures result in emergence of foreign-foreign and other intraverbals and suggest important learning effects with potential applications for designing procedures for teaching foreign languages.

Abstract Three experiments examined whether each of the functions controlled by different stimuli in an equivalence class would become integrated in a test for transfer of function. In Experiment 1, a paper-and-pencil protocol was used to establish two 3-member equivalence classes (A1, B1, C1 & A2, B2, C2). Nonsense syllables were used for all stimuli except for B1 and C1 which were pictures of blue and green discs, respectively. Participants then were presented with five boxes containing discs of five different colors, including blue and green. Participants were instructed to respond as they felt appropriate. Across all participants varying numbers of blue and green discs were placed on B1 and C1, respectively. Responding at A1 included combinations of blue and green discs by seven out of eight participants. These results were replicated after the classes were extended to include D and E stimuli. In Experiment 2, the overall procedure was repeated, however, there was a pretraining condition in which participants were instructed to select and place discs of their choosing on each of B1 and C1. In general, responding within both classes was consistent with results in Experiment 1. Two participants placed similar combinations of colored discs at A1, D1, and E1 but retained the single colors at B1 and C1. Experiment 3 changed the B1 and C1 stimuli to nonsense syllables and trained the function to placing colored discs at B1 and C1. It was found that results were similar to those found in both Experiments 1 and 2. Results are discussed in the context of procedures used to investigate the emergence of novel behavior.

This text presents basic research derived from the book “Behavior theory: A field and parametric analysis” conducted with elementary school children, within the research line of literacy. The material is organized into six sections intended to highlight relevant findings and thoughts aimed at achieving substitute configurations in early literacy training. 1. Description of the methodology and the unit of observation selected for studying the relationships among linguistic reactive systems. 2. Initial studies regarding the transfer of learning at referential levels. 3. Conceptualization of the functional integration of relational linguistic expressions with observation and/or manipulation skills, linked to the same group of objects and their interrelations, aimed at producing substitutive configurations. 4. Studies on the detachment and transfer of referential learning, emphasizing the role of non-literal questions. 5. Considering the functional inclusion approach, it is argued that conceptual learning does not require training at all presubstitutive levels to reach substitutive levels. This has significant educational implications, as it allows for the strengthening of tendencies to operate at presubstitutive levels. 6. Finally, contact relations among concrete objects or functionally similar stimuli are emphasized to achieve substitute interactions.

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ABSTRACT Active engagement broadly refers to the use of incidental teaching strategies and reinforcement‐based procedures to promote appropriate behavior, language, and skill acquisition in naturalistic instructional settings. Teaching instructional personnel (e.g., teachers, paraprofessionals) to consistently engage in these practices can be resource‐intensive and difficult to scale. This study evaluated the effectiveness of a brief, group‐based behavioral skills training model, combined with in situ feedback, to increase the use of incidental teaching and contingent reinforcement among trainees working with preschool‐aged children with developmental disabilities in an inclusive classroom setting. Seven adults participated in the training, which included instruction, modeling, role‐play, and feedback. Participants who did not meet performance criteria received in situ feedback during classroom activities. Results showed that most participants required in situ feedback to reach mastery, but once achieved, performance improvements were maintained for up to 20 weeks. These findings support the use of scalable training models that incorporate in situ feedback to promote active engagement strategies among emerging behavior analysts in applied educational settings.

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