|
| The Observational System of Instruction: Extending the Observational Repertoire to Address Complex Verbal Behavior |
| Sunday, May 27, 2007 |
| 1:30 PM–2:50 PM |
| America's Cup D |
| Area: EDC; Domain: Applied Research |
| Chair: Grant Gautreaux (The Chicago School of Professional Psychology) |
| Abstract: Recently, components of the Observational System of Instruction have been implemented and its effects tested on a variety of behaviors such as intraverbal responding, self-monitoring and direction following. Observational learning repertoires have been identified as a necessary component for success in the general education classroom. The importance of this research has implications for individuals who are at risk for entering special education and for those students returning to lesser restrictive environments. To extend this research, several experiments are reported here and the results are discussed in terms of implementing OSI as a classroom procedure as well the effectiveness of systematic component application. These procedures were used to test the effectiveness of the system (and it’s components) on higher order verbal operants such as problem solving, naming, and sophisticated content specific repertoires of middle school students who demonstrated little evidence of having an observational repertoire. |
| |
| The Effects of Implementing Components of the OSI on Observational Learning, Naming, and Speaker-Listener Exchanges. |
| DARCY M. WALSH (Columbia University Teachers College), Grant Gautreaux (The Chicago School of Professional Psychology), R. Douglas Greer (Columbia University Teachers College and Graduate School) |
| Abstract: A counterbalanced multiple probe design across participants was implemented to test the effects of implementing components of the OSI in comparision to implementing the entire system. Middle school students were screened to determine the extent of their observational learning repertoires and those noted with deficits in these areas were selected for the study. Results are discussed in terms of the effects on the targeted repertoires such as observational learning, naming, direction following, and conversational skills. |
| |
| A Peer-Yoked Contingency's Effects on Observational Learning and Naming. |
| MINDY BUNYA ROTHSTEIN (Columbia University Teachers College), Grant Gautreaux (The Chicago School of Professional Psychology), R. Douglas Greer (Columbia University Teachers College and Graduate School) |
| Abstract: The purpose of this study was to investigate the effects of a peer-yoked contingency on student acquisition of naming and observational learning repertoires. Four male middle school students were participants during the experiments. Three of the students were target participants and the fourth was not targeted for the study. The participants did not possess a naming repertoire and two of the participants also lacked an observational learning repertoire. A delayed multiple probe design across participants was used to determine the effects of a peer-yoked contingency on naming and observational learning repertoires. The results are discussed in terms of mean score comparison via pre and post peer yoked contingency probes. |
| |
| Testing the Effects of Component Application of the OSI on the Acquisition of Higher Order Operants. |
| DR. SHIRA A. ACKERMAN (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College and Graduate School) |
| Abstract: Three experiments were conducted to test the effects of 3 different observational learning methods on naming repertoires, observational learning repertoires and the acquistion of new operants. The observational learning group contingency games in Experiment I provided the means for all students to move to new levels of verbal capability and acquire new operants more efficiently. Two exposures of observational learning in Experiment II and III allowed all participants to acquire new operants across Science and Social Studies content areas. |
| |
| The Effects of the Observational System of Instruction on the Acquisition of a Problem Solving Repertoire. |
| GRANT GAUTREAUX (The Chicago School of Professional Psychology), R. Douglas Greer (Columbia University Teachers College and Graduate School) |
| Abstract: We studied the direct and collateral effects of implementation of the Observational System of Instruction on middle school students with a history of disenfranchisement. The Observational System of Instruction consists of arranging yoked contingencies with paired students and also requiring those students to peer monitor responses of others emitted during group instruction and peer tutoring. A game board was designed to have the yoked pair compete against the teacher in scripted lessons. A seperate schedule of reinforcement was in place to teach monitoring behavior. Pre and Post instructional probes were administered to measure the acquistion of a problem solving repertoire for math problems upon exposure to peers using a problem solving alogorithm. Results are discussed in terms of the acquisition of the target academic content and the collateral behaviors leading to the expansion of an observational learning repertoire and the impact on pedagogical design. |
|
| |