{"id":{"repo_id":"soton","oai_identifier":"oai:eprints.soton.ac.uk:197233"},"canonical_url":"https://search.dev.ndltd.org/etd/soton/oai:eprints.soton.ac.uk:197233","repository":{"repo_id":"soton","name":"University of Southampton","base_url":"https://eprints.soton.ac.uk/cgi/oai2"},"display":{"title":"Verbal behaviour development for children with autism","abstract":"The utility of functional accounts of language development in establishing the emergence of generalised verbal behaviour in children with autism was evaluated through a programme of research that also investigated ways in which interactions between speaker and listener behaviour can be manipulated to maximise the effectiveness of language-based interventions. Firstly, the Early Behavioural Intervention Curriculum (EBIC) was developed as a comprehensive framework for delivering Early Intensive Behavioural Intervention (EIBI) to children with autism. Secondly, the effectiveness of the EBIC was evaluated through analysis of process data collected during the Southampton Childhood Autism Project (SCAmP). Two subsequent studies provided further controlled investigation of the emergence of naming at the single-word level, the first in vocal children with autism, and the second in non-vocal children with autism who sign. Lastly, research was carried out to evaluate teaching procedures developed to establish complex conditional discriminations in children with autism on the basis of joint control by two types of speaker behaviour. Overall, findings reported indicate that the EBIC provides an effective framework for EIBI in autism, that theoretical accounts of naming and joint control provide a practical basis for developing effective procedures for teaching verbal behaviour to children with autism, and that functional accounts of language development provide effective means of establishing both generalised verbal behaviour and other key life skills in children with autism","abstract_html":"The utility of functional accounts of language development in establishing the emergence of generalised verbal behaviour in children with autism was evaluated through a programme of research that also investigated ways in which interactions between speaker and listener behaviour can be manipulated to maximise the effectiveness of language-based interventions. Firstly, the Early Behavioural Intervention Curriculum (EBIC) was developed as a comprehensive framework for delivering Early Intensive Behavioural Intervention (EIBI) to children with autism. Secondly, the effectiveness of the EBIC was evaluated through analysis of process data collected during the Southampton Childhood Autism Project (SCAmP). Two subsequent studies provided further controlled investigation of the emergence of naming at the single-word level, the first in vocal children with autism, and the second in non-vocal children with autism who sign. Lastly, research was carried out to evaluate teaching procedures developed to establish complex conditional discriminations in children with autism on the basis of joint control by two types of speaker behaviour. Overall, findings reported indicate that the EBIC provides an effective framework for EIBI in autism, that theoretical accounts of naming and joint control provide a practical basis for developing effective procedures for teaching verbal behaviour to children with autism, and that functional accounts of language development provide effective means of establishing both generalised verbal behaviour and other key life skills in children with autism","abstract_has_math":false,"creators":["Degli Espinosa, Francesca"],"institution":"University of Southampton","degree_name":"Ph.D.","degree_level":"doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Remington, R.E."],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05","date_published":"2011-05","updated_at":"2026-07-24T04:36:32Z","subjects":[],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Remington, R.E."]},{"key":"dc:creator","label":"Author","values":["Degli Espinosa, Francesca"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-01"]},{"key":"dc:date.issued","label":"Date","values":["2011-05"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Psychology (pre 2018 reorg)","School of Psychology"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Southampton"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://eprints.soton.ac.uk/197233/"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["doctoral"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["Ph.D."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://eprints.soton.ac.uk/197233/1/Thesis_FdE_Final.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The utility of functional accounts of language development in establishing the emergence of generalised verbal behaviour in children with autism was evaluated through a programme of research that also investigated ways in which interactions between speaker and listener behaviour can be manipulated to maximise the effectiveness of language-based interventions. Firstly, the Early Behavioural Intervention Curriculum (EBIC) was developed as a comprehensive framework for delivering Early Intensive Behavioural Intervention (EIBI) to children with autism. Secondly, the effectiveness of the EBIC was evaluated through analysis of process data collected during the Southampton Childhood Autism Project (SCAmP). Two subsequent studies provided further controlled investigation of the emergence of naming at the single-word level, the first in vocal children with autism, and the second in non-vocal children with autism who sign. Lastly, research was carried out to evaluate teaching procedures developed to establish complex conditional discriminations in children with autism on the basis of joint control by two types of speaker behaviour. Overall, findings reported indicate that the EBIC provides an effective framework for EIBI in autism, that theoretical accounts of naming and joint control provide a practical basis for developing effective procedures for teaching verbal behaviour to children with autism, and that functional accounts of language development provide effective means of establishing both generalised verbal behaviour and other key life skills in children with autism"]},{"key":"dc:format","label":"Dc Format","values":["text"]},{"key":"dc:title","label":"Title","values":["Verbal behaviour development for children with autism"]}]}],"canonical_facts":{"dc:contributor.advisor":["Remington, R.E."],"dc:creator":["Degli Espinosa, Francesca"],"dc:date":["2011-05-01"],"dc:date.issued":["2011-05"],"dc:description.abstract":["The utility of functional accounts of language development in establishing the emergence of generalised verbal behaviour in children with autism was evaluated through a programme of research that also investigated ways in which interactions between speaker and listener behaviour can be manipulated to maximise the effectiveness of language-based interventions. Firstly, the Early Behavioural Intervention Curriculum (EBIC) was developed as a comprehensive framework for delivering Early Intensive Behavioural Intervention (EIBI) to children with autism. Secondly, the effectiveness of the EBIC was evaluated through analysis of process data collected during the Southampton Childhood Autism Project (SCAmP). Two subsequent studies provided further controlled investigation of the emergence of naming at the single-word level, the first in vocal children with autism, and the second in non-vocal children with autism who sign. Lastly, research was carried out to evaluate teaching procedures developed to establish complex conditional discriminations in children with autism on the basis of joint control by two types of speaker behaviour. Overall, findings reported indicate that the EBIC provides an effective framework for EIBI in autism, that theoretical accounts of naming and joint control provide a practical basis for developing effective procedures for teaching verbal behaviour to children with autism, and that functional accounts of language development provide effective means of establishing both generalised verbal behaviour and other key life skills in children with autism"],"dc:format":["text"],"dc:identifier.uri":["https://eprints.soton.ac.uk/197233/1/Thesis_FdE_Final.pdf"],"dc:publisher.department":["Psychology (pre 2018 reorg)","School of Psychology"],"dc:publisher.institution":["University of Southampton"],"dc:relation.isreferencedby":["https://eprints.soton.ac.uk/197233/"],"dc:title":["Verbal behaviour development for children with autism"],"dc:type":["Thesis"],"dc:type.qualificationlevel":["doctoral"],"dc:type.qualificationname":["Ph.D."]},"updated_at":"2026-07-24T04:36:32Z"}