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| Observing Responses as Related to the Sequential Application of Pre-Listener and Listener Verbal Developmental Protocols |
| Monday, May 26, 2008 |
| 1:30 PM–2:50 PM |
| 4D |
| Area: DEV/EDC; Domain: Applied Research |
| Chair: Dolleen-Day Keohane (Columbia University Teachers College) |
| CE Instructor: Dolleen-Day Keohane, Ph.D. |
| Abstract: These studies tested the effects of a sequential application of a selected series of pre-listener and listener verbal developmental protocols, and changes in the participants observing responses and related levels of verbal developmental capabilities. Pre- and post-probes tested for increases in observing responses, rate of acquisition of new learning, and changes in verbal developmental levels for each participant. The results demonstrated the effectiveness of implementing the protocols according to a verbal developmental sequence as related to the induction of pre-listener and listener verbal capabilities or developmental cusps. |
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| Increasing Observing Responses through the Sequential Application of Pre-Listener and Listener Verbal Developmental Protocols. |
| NICOLE LUKE (Columbia University Teachers College), Dolleen-Day Keohane (Columbia University Teachers College), Petra Wiehe (Columbia University Teachers College), Victoria L. Sterkin (Columbia University Teachers College), Jacqueline Maffei-Lewis (Columbia University Teachers College), Kristen Leigh Pelick (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College) |
| Abstract: This study investigated the effects of the application of a series of pre-listener and listener verbal developmental protocols, and changes in the levels of verbal developmental capabilities for eight children diagnosed with autism and developmental delays. The children were between the ages of five and seven. A time-lagged, multiple probe design across participants and settings was used. Pre- and post-probes tested for increases in observing responses, rate of acquisition of new learning, and changes in verbal developmental levels for each child. The results demonstrated the effectiveness of implementing the protocols according to a verbal developmental sequence and the induction of pre-listener and listener verbal capabilities or developmental cusps. |
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| Increasing Observing Responses through a Verbal Developmental Protocol Using Conjugate Reinforcement to Condition Faces. |
| DOLLEEN-DAY KEOHANE (Columbia University Teachers College), Jacqueline Maffei-Lewis (Columbia University Teachers College) |
| Abstract: Increasing observing responses through a verbal developmental protocol using conjugate reinforcement to condition faces. |
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| The Effects of Teaching Imitative Responses Using a Mirror and the Induction of Generalized Imitation and Observing Responses in Children with Autism. |
| VICTORIA L. STERKEN (Columbia University Teachers College), Dolleen-Day Keohane (Columbia University Teachers College) |
| Abstract: Gross motor imitative responses were taught using a mirror to increase correct auditory and visual observation responses. Four students diagnosed with autism between the ages of five and six were participants in the study. Prior to the study, the learn unit was used to teach imitative responses; however, the students had not acquired generalized imitation as a result of the teaching procedures. As a replication of Pereira Delgado, Greer, and Speckman-Collins, (2006), it was hypothesized that the delivery of imitation learn units while looking in the mirror would increase the number of correct responses for generalized imitation, and body padiscrimination, as well as increase the student’s observation of events and social interactions in the environment. Emission of vocal behavior was also measured. Following the implementation of the mirror protocol in a delayed multiple probes across behaviors design, criterion was achieved for generalized imitation, and body part discrimination. An increase in the duration of observation of events and social interactions in the environment was also demonstrated. |
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| Rate of Learning and the Emergence of Developmental Capabilities in Preschool Aged Children with and without Autism. |
| DR. SHIRA A. ACKERMAN (Columbia University Teachers College) |
| Abstract: A study was conducted to investigate the rate of learning and the emergence of developmental capabilities with typically developing preschoolers and children with autism using researched based protocols. Four children with autism and two typically developing peers ages 3 and 4 participated. A multiple probe design was used across all participants. Baseline measures included pre probes for the verbal developmental milestones identified by Greer and Ross, 2008. Learn units to criteria were utilized as the measure of rate of learning. The interventions consisted of conditioning visual stimuli, teaching the capacity for sameness, and listener literacy. The data showed that the rate of acquisition across both groups of students increased significantly, as well as, the assessed developmental capabilities for both typically developing preschoolers and for preschoolers diagnosed with autism. |
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