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Novel and Varied Responding in Special Populations |
Sunday, May 26, 2013 |
10:30 AM–11:50 AM |
200 J (Convention Center) |
Area: VBC/AUT; Domain: Applied Research |
Chair: Angelica A. Aguirre (Southern Illinois University Carbondale) |
Abstract: Research on novel and varied verbal behavior responses has spanned across multiple contexts (including the original training conditions and generalization settings, as well as physical locations) and populations (including typically developing children, and children/adults with autism and intellectual disabilities). The talks in this symposium span across these domains. Talks will include establishing mands across EOs and in generalization settings, the emergence of novel intraverbal responses via tact instruciton and auditory imagining, development of hierarchical responding as a result of conditional discrimination instruction and multiple exemplar instruction, and utilizing script training and fading procedures to increase the variability of mands. |
Keyword(s): Novel responses, Variable responses, Verbal Behavior |
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Examining the Effects of Conditional Discrimination Instruction on Hierarchical Relations: Relational Frame Theory Goes to Third Grade |
CLARISSA S. BARNES (Southern Illinois University), Ruth Anne Rehfeldt (Southern Illinois University) |
Abstract: In cognitive psychology, categorization and concept learning are thought to be central to some of the most important aspects of behavior (see Zentall, Calizio, & Critchfield, 2002). Relational Frame Theory (RFT) provides a behavior analytic account of categorization and concept learning that allows us to objectively study these important repertoires. The purpose of this study was to examine the effects of conditional discrimination instruction and multiple exemplar instruction on establishing hierarchical responding. First, equivalence classes were established using the stimuli in the base level of the hierarchy. After demonstrating equivalence, participants completed conditional discrimination instruction for each level of the hierarchy until mastery criterion was established. The last phase of the experiment examined the transformation of stimulus functions within the hierarchy. Preliminary data indicate that conditional discrimination instruction with MEI may be sufficient to facilitate concept learning as discussed in cognitive literature. Implications for applications of such interventions will also be addressed. |
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The Effects of Auditory Tact Instruction and Auditory Imagining on the Emergence of Novel Intraverbals |
JAMES R. MELLOR (Southern Illinois University), Ruth Anne Rehfeldt (Southern Illinois University) |
Abstract: The current investigation will examine the effects of auditory tact instruction and auditory imagining on the emergence of intraverbal responding in children. Initially participants will be taught to tact what produces a sound, and then to tact each sound with its corresponding word. Participants will then receive auditory imagining instruction. The imagining instruction is designed to facilitate intraverbal responding by teaching the participant to covertly hear the sound when presented with the question. Participants who then show emergence of the intraverbal questions received an auditory-visual conditional discrimination procedure to test if an equivalence class formed between the sounds and a written word. Results to date show that participants do not show this repertoire, but could benefit from these procedures |
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The Effects of Simultaneous Script-Training and Fading Procedures on the Mand Variability of Children With Autism |
KRISTEN KELLEY (Utah State University), Thomas S. Higbee (Utah State University), Daphne Hartzheim (Utah State University), Jared Gunnell (Utah State University) |
Abstract: Individuals with autism often display rote and repetitive responding across behavioral topographies. One area that is often affected is the individual's verbal repertoire. In an attempt to remediate this deficit, script training and fading procedures have often been implemented to teach individuals new and varied verbal behavior. One area of verbal behavior that has not been extensively examined in the context of increasing variability is an individual's mand repertoire. A lack of variability in mands can limit an individual's access to desired and/or needed items as well as social interactions. Antecedent only procedures, including script training and fading, can teach skills needed to engage in new and varied behavior without the risk contacting the aversive consequences and potential negative outcomes of consequence based procedures (e.g. extinction of current response form). The purpose of this study was to implement simultaneous script training and fading procedures to increase the variability of mands used by young children diagnosed with autism. Three preschool aged children, one male and two females, participated in this study. Low levels of mand variability were initially observed which prompted the inclusion if an extinction condition. The combination of the antecedent only procedures and extinction further increased variability across participants. |
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The Effects of Contriving the Relevant Establishing Operation When Teaching the What Mand-For-Information |
ADELINE LOW (University of Houston-Clear Lake), Sarah A. Lechago (University of Houston-Clear Lake) |
Abstract: The current investigation extends the mand-for-information literature by comparing the effects of teaching the What is it? mand for information in the presence and absence of the establishing operation (EO), and assessing generalization of the mand from visual to auditory stimuli. One child with autism was taught to emit the mand using pictures of unknown items. After responding reached the mastery criterion, probes were conducted to test for emission of the mand when presented with new pictures of unknown items and acquisition of the tacts of the originally targeted pictures. Tacts were reinforced in the EO-present condition and not reinforced in the EO-absent condition. Probes to test for generalization from visual to auditory stimuli were conducted using behavior chains. The EO-absent condition was presented before the EO-present condition. Acquisition and generalization of the What is it? mand for information and acquisition of tacts was observed in both the EO-absent and EO-present conditions. Generalization of the mand for information from visual to auditory stimuli was also observed with this participant. Data collection with a second participant is currently in progress. |
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