Abstract

In this study, it was aimed to determine the effectiveness of the verbal behavior approach in teaching children with Down Syndrome (DS), reverse intraverbal skills. This research was carried out using a multiple probe design across behaviors, which is one of the single-subject research designs. The participants of this study consisted of children between the ages of 12 and 15 who were diagnosed with DS. In this research; baseline, intervention sessions, full probe sessions, maintenance and generalization sessions were conducted. Findings of the research are summarized under three headings. These<strong>; </strong>(1) the verbal behavior approach is effective in teaching DS children the reverse intraverbal skills, (2) it was observed that the DS children continue to perform the reverse intraverbal skills they learned after the end of the instruction, and (3) It has been also revealed that DS children they learned the reverse intraverbal skills generalize (to different people).