The effect of intraverbal instruction on the emergence ofreverse intraverbal responses for the children with autismspectrum disorders

The effect of intraverbal instruction on the emergence of reverse intraverbal responses in children with Autism Spectrum Disorder (ASD) was examined in this study. Furthermore, the social validity of the study was determined by taking the opinions of families. Three children aged 5-6 years with ASD constituted the participants of the study. The multiple probe design across participants, one of the single-subject experimental models, was used in the study. The effectiveness of intraverbal instruction provided participants was analyzed by using visual analysis method. İn addition to this, nonoverlap methods was used to determine effect size. Frequency calculation and descriptive analysis were applied to analyze social validity data. The findings indicate that intraverbal instruction is both effective on the children with ASD and emergence of reverse intraverbals. The effect size calculations show that the intervention has large effect or very large effect for all the participants. İt was obvious that the directly instructed intraverbal responses were maintained two, four and six weeks after the termination of instruction. Furthermore, it was observed that participants generalized the directly instructed intraverbal responses to different setting and individual. The social validity results obtained from the families involved positive opinions about the study. High-reliability results regarding interobserver agreement and treatment integrity were obtained.