Association for Behavior Analysis International

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33rd Annual Convention; San Diego, CA; 2007

Event Details

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Symposium #439
CE Offered: BACB
Sources of Verbal Developmental Cusps: An Empirically Derived Skinnerian Account
Monday, May 28, 2007
3:30 PM–4:50 PM
Molly AB
Area: DEV; Domain: Basic Research
Chair: R. Douglas Greer (Columbia University Teachers College and Graduate )
CE Instructor: R. Douglas Greer, Ph.D.

We present four papers on functional or correlations between instructional history interventions and the emergence verbal developmental cusps and capabilities. These include the relation between naming and other measures, the relation between the observational training and verbal social behavior and empathy, a comparison of single and multiple exemplar instruction on emergence of Naming, and the effect of MEI induced Naming on advanced listener comprehension. The acquisition of these higher order operants allow children to learn from instruction they could not previously learn from or accelerate learning in several realms.

The Effects of Naming on Language Acquisition.
R. DOUGLAS GREER (Columbia University Teachers College and Graduate School), Jeanne Marie Speckman (The Fred S. Keller School)
Abstract: We analyzed the verbal capabilities of 50 students attending a preschool for children with special needs. All participants were between the ages of three and five years and had developmental delays. The Preschool Language Scale- (Fourth Edition) was administered to all students at the beginning of the school year along with The Preschool Inventory of Repertoires for Kindergarten. In addition, we tested for the prevalence of Naming in students' repertoires. Throughout the school year we re-tested for the prevalence of Naming and once it was acquired, the PLS-4 and PIRK were re-administered. Results show the rates of acquisition of "language skills" for students with and without Naming repertoires and rates before and after the emergence of naming.
Induction of Naming: A Comparison of Multiple and Singular Exemplar Instruction.
NIRVANA PISTOLJEVIC (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College and Graduate School), Lauren M. Stolfi (The Fred S. Keller School)
Abstract: We compared the effects of singular exemplar instruction (SEI) and multiple exemplar instruction (MEI) on the emergence of untaught listener and speaker responses, or naming, for 2-dimensional stimuli by preschool children who were missing the naming capability. In combined experimental-control group and nested single case multiple probe designs, we taught training sets of pictures using multiple exemplar instruction (MEI) to one group of 4-participants using a multiple probe design and the same sets using single exemplar instruction (SEI) to another set of 4-participants. Naming emerged from MEI but not SEI. Subsequently, the SEI group received MEI and naming emerged for them also.
The Effects of Observational Training on the Acquisition of Reinforcement for Listening.
TRACY REILLY-LAWSON (Columbia University Teachers College and Graduate ), R. Douglas Greer (Columbia University Teachers College and Graduate School), Darcy M. Walsh (Columbia University Teachers College)
Abstract: Experiment 1investigated the effects of a yoked contingency in a social listener reinforcement game on participants’ conversational units. Experiment 2 tested the effects of a multiple exemplar instruction on the development of empathy. In Experiment 1, data were collected on the number of sequelics, conversational units, “wh” questions, vocal approvals and vocal disapprovals during 5 minute probe sessions after meeting criterion on each objective of the listener reinforcement game. Data showed that the total number of verbal interactions in the play area increased significantly. In Experiment 2 multiple exemplar instruction was implemented to teach the participants empathy. The results showed an increase in correct responses to empathy questions.
The Effects of Multiple Exemplar Instruction on the Emergence of Naming in First Graders and Its Relation to Listener Comprehension.
DENISE O'SULLIVAN (Columbia University Teachers College and Graduate ), R. Douglas Greer (Columbia University Teachers College and Graduate School)
Abstract: Typically developing first graders in a public elementary school were assessed for the presence of a Naming repertoire. Students without naming responses were matched and then randomly assigned to experimental and control groups, each also receiving multiple probe single case designs. Prior to treatment, a standardized assessment for listener comprehension was administered for all students. Multiple exemplar instruction was begun with the experimental group, with follow-up probes for naming for both groups after the experimental group met MEI criterion. Following treatment and the emergence of Naming, the listener comprehension assessment was re-administered across both groups, and treatment for the control group was subsequently begun. Results replicate the MEI effect and relations between naming and listener comprehension will be identified.



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