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intraverbal mapping

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Hi all. Does anyone know how to teach intraverbal mapping? From

what I understand, this type of " mapping " is a tact to intraverbal

transfer. For example, mastered tacts could be car, wagon, and

train. Then, first intraverbal sd would be " name a thing you ride in "

(car) Second sd: What else? (wagon) Third sd: What else? (train)

etc. I'm interested in any info on the topic. I want to teach this

effectively.. any caveats? Is there a cap as to how many tacts

should be used? With appreciation,

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Well, I think the common path would be first to teach car, wagon, and train

as TFFC responses to " something you ride in " first. You can teach them

simultaneously--or nearly so. Then transfer to IFFC's with clues (eg.,

something you ride in that has a trunk, something you ride in that is a toy,

something you ride in that goes on tracks). Then transfer to reversals

(what do you do in a car? what do you do in a wagon? what do you do in a

train? (ride it)). THEN transfer to naming multiple members of a category

(H13 on ABLLS)--Names some things you ride in. Then teach them to say " car,

wagon, and train " without any " what else " prompt. Never heard it called

mapping before. I've heard the term " webbing " used when speaking of

teaching multiple examples with a shared attribute (such as is the case

here.)

Bart (just a parent)

[ ] intraverbal mapping

Hi all. Does anyone know how to teach intraverbal mapping? From

what I understand, this type of " mapping " is a tact to intraverbal

transfer. For example, mastered tacts could be car, wagon, and

train. Then, first intraverbal sd would be " name a thing you ride in "

(car) Second sd: What else? (wagon) Third sd: What else? (train)

etc. I'm interested in any info on the topic. I want to teach this

effectively.. any caveats? Is there a cap as to how many tacts

should be used? With appreciation,

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