This initial series of studies was designed to provide an initial evaluation of the test retest reliability of the tool. The initial discussion and lit review explains the logic behind what could be a more flexible, individualized framework centered on function, verbal mediation, person-centered goals, assent, dignity, and context-sensitive clinical decision making. Rather than treating assessment as the identification of static deficits, genArete is framed as a dynamic system designed to evaluate meaningful behavioral repertoires, reinforcement histories, and socially relevant outcomes through flexible, free-operant, and functionally oriented methods.
The empirical portion of the dissertation is organized into three studies. Study 1 evaluated the internal hierarchical structure of the Complex Verbal Behavior domain and found that most item relationships functioned in accordance with their intended developmental and relational sequencing. Study 2 examined inter-rater reliability and demonstrated generally high agreement among clinicians despite the system’s intentionally flexible and non-protocolized approach. Study 3 consisted of five single-subject case studies comparing genArete-informed interventions against various forms of treatment-as-usual in early autism intervention contexts. Using visual analysis and Monte Carlo simulations, the findings suggested meaningful learner improvements across multiple domains, even within relatively short intervention periods. Collectively, the dissertation argues that behavior analysis may need to expand beyond traditional “four-function” models and rigid topographical approaches in order to better address verbally mediated behavior, self-advocacy, values-oriented action, and individualized support systems. The work positions genArete as an early attempt to build a modern behavioral technology capable of integrating scientific rigor with flexibility, dignity, and real-world human complexity
Related Domains: Pivotal Skills, Complex Verbal Behavior
Law, S., Hayes, S. C., (2025) An Early Evaluation of a Radically Individualized and Functional Approach to Assessment and Intervention for Individuals with Emergent Verbal Repertoires. University of Nevada, Reno. 2025. ProQuest Dissertations & Theses, 32170534.