|
Verbal Behavior Tactics to Improve Speaker and Listener Skills in a School Setting |
Tuesday, May 28, 2013 |
12:00 PM–1:20 PM |
208 A-B (Convention Center) |
Area: AUT/VBC; Domain: Applied Research |
Chair: Katherine M. Matthews (The Faison School for Autism) |
CE Instructor: Katherine M. Matthews, Ph.D. |
Abstract: Verbal behavior analysis is one of the most crucial interventional approaches to address problem behaviors, induce new cusp acquisitions, and solve learning problems. In this symposium, we present (1) the use of a contingent tact procedure to decrease vocal stereotypy, (2) the effects of two different MEI procedures to induce Naming and Naming-by-exclusion, (3) the effects of a stimulus prompt on the improvement of listener responding and reading comprehension, and (4) the effects of using a mirror to teach generalized Imitation and to induce perspective taking. |
Keyword(s): Naming, Stereotypy, Tacts, Verbal Behavior |
|
The Effects of Providing Contingent Tact Opportunities upon the Occurrence of Vocal Stereotypy |
Jinhyeok Choi (The Faison School for Autism), Katherine M. Matthews (The Faison School for Autism), NATHAN HABEL (The Faison School for Autism), Adam J. Wright (The Faison School for Autism), Louis P. Hagopian (Kennedy Krieger Institute) |
Abstract: We examined the effects of applying a contingent tact opportunity procedure upon the emission of vocal stereotypy and measured the subsequent occurrence of mands and tacts emitted in a non-instructional setting for two middle school aged participants diagnosed with an Autism Spectrum Disorder (ASD). A delayed multiple baseline across participants design was utilized. During baseline, no contingency was in place for the emission of vocal stereotypy whereas during treatment, we implemented tact opportunities contingent on instances of stereotypy. The results showed that the contingent tact opportunity procedure effectively decreased stereotypy for both participants, and for one participant, increased the occurrence of tacts and mands. These results provide evidence that skill-developing procedures can effectively treat stereotypy. |
|
The Effects of Using a Mirror to Teach Gross Motor Imitation and to Induce Perspective Taking |
Jinhyeok Choi (The Faison School for Autism), AMANDA GARNER (The Faison School for Autism), Christina Feeney (The Faison School for Autism) |
Abstract: We tested the effects of the mirror protocol on the improvement of perspective taking while imitating bilateral and unilateral actions. Two elementary school students participated in the study. Participant A was a twelve-year-old female with ASD and functioned on the pre-speaker and listener levels of verbal behaviors. Participant B was a fifteen-year-old female diagnosed with acquired brain injury and functioned on the early speaker and listener levels of verbal behaviors. The dependent variable was the number of correct responses to bilateral and unilateral actions each participant emitted during the pre and post sessions when they were face to face with the instructor. The independent variable was the implementation of the mirror protocol in which the participants were required to imitate gross motor actions presented on the mirror. A time-delayed multiple probe across participants design was used to test the effects of the mirror protocol on the participants ability to use perspective taking while imitating actions. The results showed that the mirror protocol increased perspective taking when the participant imitated bilateral and unilateral movements. |
|
The Effects of a Tandem Antecedent Delay Tactic on Responding to Multi-Step Vocal and Written Tasks |
BETH NEWCOMB (The Faison School for Autism), Jinhyeok Choi (The Faison School for Autism) |
Abstract: The effectiveness of a tandem antecedent delay tactic on responding to multi-step tasks was investigated with 4 children with autism, ages ranging from 6 to 11. In the first experiment, a multiple baseline across participants design was used to test the effects of tandem antecedent delay on retrieving items from a vocal list. Two participants were asked to retrieve 2 or 3 named items from a group of 5 items. Correct responding during baseline for both participants was low or at zero levels. Following the tandem antecedent delay tactic, correct responses immediately increased and reached criterion levels for both participants. In the second experiment, a multiple baseline across two participants design was used to test the effects of this tactic on a more complex matching picture to words task. Similar results to Experiment 1 were seen with low correct responses during baseline and increases to criterion level following the implementation of tandem antecedent delay. The tactic is discussed as an effective and efficient strategy to teach a variety of responses that require multiple components. |
|
The Effects of Multiple Exemplar Instruction on the Emergence of Naming and Naming-by-Exclusion With Elementary School Students With Autism |
JOHN TOLSON (The Faison School for Autism), Katherine M. Matthews (The Faison School for Autism), Eli T. Newcomb (The Faison School for Autism), Jinhyeok Choi (The Faison School for Autism), Louis P. Hagopian (Kennedy Krieger Institute) |
Abstract: We conducted two experiments to test the effects of a multiple exemplar instruction (MEI) procedure on the emergence of naming and naming-by-exclusion. The first experiment has demonstrated the utility of using MEI to induce the naming capability in students with and without developmental disabilities. This study extends the research on using MEI by testing its effects when presented in a group format. Two elementary aged students diagnosed with autism without the naming capability were chosen for the study. An AB probe design across participants was used to compare the effects of using MEI on the emergence of untaught listener and speaker responses. We taught training sets of novel pictures to participants in a group format using worksheets that contained opportunities for students to respond through written responses. Responses were rotated across match, point to, tact, and intraverbal responses until criteria was met each topography. A post-probe was conducted following MEI to assess for the emergence of naming. In the second experiment, We tested the effects of a MEI procedure on the emergence of naming-by-exclusion. The participants in the study were four elementary school students diagnosed with ASD who had the evidence of naming of their repertoire as determined by a pre-experimental probe. The dependent variable was the number of the correct responses to untaught speaker responses to the probe trials testing naming-by-exclusion. The independent variable was the mastery of MEI in which learn units were randomly presented for tacts and exclusion-based pointing. The results demonstrated that naming-by-exclusion emerged after mastery of the exclusive MEI was achieved. |
|
|