A Pilot Study on the Effects of Visual Imagining Teaching With and Without Scenic Picture Prompts on Intraverbal Categorization with Students with Autism.

UNLABELLED: Kisamore et al. Journal of Applied Behavior Analysis, 44(2), 255-278 (2011) taught typically developing preschoolers the problem-solving strategy of visual imagining to increase intraverbal categorization (e.g., "Tell me some animals") responses. The visual imagining teaching involved showing the participants scenes with items to be emitted as intraverbals and instructing them to close their eyes, imagine the items, and state what they saw. The purpose of the current study was to modify and extend the procedures of Kisamore et al. to individuals with autism. In the context of a multiple probe design across categories with sessions conducted remotely, the participants demonstrated increases in intraverbal responses, in some cases with visual imagining teaching alone, and in some cases when also shown "scenic picture prompts" (i.e., scenes without the target items). Behavioral correlates of visual imagining were grouping responses based on trained subcategories and stating untaught items from the scenes. Future research recommendations are discussed, including conducting in-person sessions and fading the scenic picture prompts. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s40616-026-00226-4.