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<p>The current clinical evaluation used a multiple baseline across participants design to assess the effectiveness of intraverbal training in promoting value-congruent action identification among three autistic teenagers. Participants were taught to verbally relate value-congruent actions (A) to outcomes (B), and outcomes (B) to participant-identified values (C), with tests for emergent C-A relations. Two participants demonstrated emergent value-to-action intraverbals without direct training, while one required exemplar training for partial emergence. These findings support the use of relational training to establish derived intraverbals linking values to verbal identification of value-congruent actions. The approach may be especially useful in neurodiversity-affirming clinical practice to support clients in identifying their own value-congruent actions.</p>

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Using Equivalence-Based Instruction to Teach Value-Congruent Action Identification to Autistic Teens

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月23日

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  • Amanda N. Chastain,
  • Mark R. Dixon

摘要

The current clinical evaluation used a multiple baseline across participants design to assess the effectiveness of intraverbal training in promoting value-congruent action identification among three autistic teenagers. Participants were taught to verbally relate value-congruent actions (A) to outcomes (B), and outcomes (B) to participant-identified values (C), with tests for emergent C-A relations. Two participants demonstrated emergent value-to-action intraverbals without direct training, while one required exemplar training for partial emergence. These findings support the use of relational training to establish derived intraverbals linking values to verbal identification of value-congruent actions. The approach may be especially useful in neurodiversity-affirming clinical practice to support clients in identifying their own value-congruent actions.