Work

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

Year: 2026

Type: article

Abstract: 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.

Source: Behavior Analysis in Practice

DOI: 10.1007/s40617-025-01152-y

Authors: Amanda N. Chastain, Mark R. Dixon

Institution: Oregon Institute of Technology

Language: English

Topic: Behavioral and Psychological Studies

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Quality education, Good health and well-being

Open Access status: hybrid

Estimated APC paid: $3,290