Abstract
Skinner (1957) differentiated the roles of the speaker and the listener in a verbal encounter. Although not extensively emphasized, Skinner suggested an individual often behaves verbally even when responding as a listener. Children diagnosed with autism spectrum disorders (ASD) often display the absence of important, and basic verbal repertoires that limit their ability to engage in a variety of social skills or problem-solving skills. Joint control suggests that multiply controlled verbal responding involves functional control of two 2 or more stimuli or verbal operants. This systematic literature review provides a summary of publications specifying the relation and implications of the analysis of joint control and joint control training in the acquisition of multiply controlled, non-speaker behaviors (e.g., selection-based behavior; , sequencing behavior). The synthesis suggests that joint control training presents as a promising analytic tool in guiding interventions to teach complex, multiply controlled verbal and non-verbal repertoires to children diagnosed with autism ASD and/or other developmental disabilities. Recommendations for future research in joint control, as well as the implementation of joint control training, are provided.
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Miguel E. Ampuero (first author) declares that he has no conflict of interest. Michael Miklos (second author) declares that he has no conflict of interest.
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Ampuero, M.E., Miklos, M. The Effect of Joint Control Training on the Performance of Multiply Controlled Behavior: A Systematic Literature Review Relevant to Children With Autism Spectrum Disorder and Other Developmental Disabilities. Analysis Verbal Behav 35, 149–171 (2019). https://doi.org/10.1007/s40616-019-00116-y
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DOI: https://doi.org/10.1007/s40616-019-00116-y