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| Teaching with Stimulus Equivalence Procedures |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| 214D (CC) |
| Area: VBC |
| Chair: Sadie L Lovett (Southern Illinois University) |
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| Comparison of a Stimulus Equivalence Protocol and Traditional Lecture for Teaching Single Subject Designs |
| Domain: Applied Behavior Analysis |
| SADIE L LOVETT (Southern Illinois University), Johnna Dunning (Southern Illinois University), Yors A. Garcia (Southern Illinois University), Ruth Anne Rehfeldt (Southern Illinois University) |
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| Abstract: The purpose of this study is to compare the use of a stimulus equivalence protocol with the use of a lecture format in teaching single subject experimental design concepts to university students. The stimulus equivalence protocol was designed such that equivalence classes composed of the name of the design, the definition, a graphical example, and a clinical description would emerge. Generalization to novel graphs and clinical examples was also tested. A true pretest-posttest design was used in which students were randomly assigned to either the stimulus equivalence protocol or lecture conditions. The pretest and posttest consisted of a paper-and-pencil quiz containing questions on each of the four basic single subject designs that was modeled after a test used in a typical undergraduate research method course. Preliminary results indicate that participants exposed to the stimulus equivalence protocol successfully demonstrated the emergence of equivalence classes, and they achieved higher scores on the posttest than participants in the lecture condition. |
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| Using the Stimulus Equivalence Paradigm to Teach Single Subject Design to College Students on Blackboard |
| Domain: Applied Behavior Analysis |
| BROOKE DIANE WALKER (Southern Illinois University Carbondale), Ruth Anne Rehfeldt (Southern Illinois University), Yors A. Garcia (Southern Illinois University) |
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| Abstract: The purpose of the current study was to examine the degree to which instructional procedures based on stimulus equivalence could be effectively used to teach single subject design methodology to Masters-level graduate students through a web-based course management system. Specifically, we evaluated the outcomes of applying the stimulus equivalence paradigm to teach relationships between the names, definitions, graphical representations of the designs, and two practical scenarios of when it would be appropriate to implement each design. Participants were pre- and post-tested on definition-to-name, graphical representation-to-name, scenario-to-name, and scenario-to-definition in both fill-in-the-blank and short answer-testing formats. Training was conducting using an instructional package consisting of web-based multiple-choice questions in which name-to-definition, name-to-graphical representation, and definition-to-practical scenario were taught and performance feedback was delivered from Blackboard until mastery. Furthermore, emergent performances were also assessed for generalization across a variety of response topographies. |
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| An Investigation of Various Strategies to Maintain Mands at Low Rates |
| Domain: Applied Behavior Analysis |
| RACHEL ENNIS (National University of Ireland, Galway), Olive Healy (National University of Ireland, Galway) |
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| Abstract: Teaching mands, at the early stages, uses immediate and frequent reinforcement. However, a continuous schedule of reinforcement is highly impractical (Miltenberger, 1997). The purpose of the current study was to replicate and extend Sidener et al’s (2006), study in order to compare the efficacy of a number of procedures to maintain mands at low rates, while simultaneously guarding against extinction induced aggression and/or other forms of inappropriate behaviour. The present study compared the relative effectiveness of (1) multiple schedules of reinforcement, (2) signalled delay-to-reinforcement, and (3) signalled delay-to-reinforcement plus a concurrent activity during the delay period. For all participants, the multiple schedules of reinforcement condition was ineffective. Both signalled delay-to-reinforcement conditions were effective at maintaining mands at low rates and reducing problem behaviour. The addition of a concurrent activity during the delay further decreased problem behaviour, and continued to be an effective means of maintaining low rate mands.
Keywords: Mands, Signalled Delay-to-Reinforcement, Wrist Time Timer™ |
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