|International Symposium - Stimulus Equivalence: Research to Practic
|Tuesday, May 27, 2008
|9:00 AM–10:20 AM
|Area: EAB/DDA; Domain: Applied Research
|Chair: Renee C. Mansfield (The New England Center for Children)
|Discussant: Martha Hübner ( University of São Paulo, Brazil)
|CE Instructor: Renee C. Mansfield, M.A.
This symposium will address different programmatic questions in stimulus control research. One question is whether matching-to-sample is the only procedure that can be used to train conditional relations and to test for the emergence of equivalence relations. The first paper provides an alternative to matching-to-sample procedures with arbitrary stimuli and typical adults as well as procedures using more contextually relevant stimuli with a student with learning delays. The second paper investigates if establishing equivalent stimulus classes among words that have the same grammatical function in written Portuguese would facilitate ordinal function transfer through the equivalence classes, according to written Portuguese grammatical rules involving words ordinance. A third paper will discuss the process of transforming findings from stimulus equivalence research into applied protocols that can be used to successfully teach children with special needs.
|Establishing Conditional and Emergent Relations with Compound Stimulus.
|PAULA RIBEIRO BRAGA-KENYON (The New England Center for Children), Regina Carroll (University of Wisconsin, Eau Claire), Kylie Roberts (The New England Center for Children)
|Abstract: A common procedure used to establish conditional discrimination relations and to test for the emergence of equivalence relations is the matching-to-sample procedure. Past studies looked at establishing emergent conditional relations using a go/no-go procedure with compound stimuli. Debert, Matos and McIlvane (2007) investigated the emergency of conditional relations among compound stimuli when responses emitted in the presence of certain compound stimuli (A1B1, A2B2, A3B3, B1C1, B2C2 and B3C3) were reinforced; and responses emitted in the presence of others (A1B2, A1B3, A2B1, A2B3, A3B1, A3B2, B1C2, B1C3, B2C1, B2C3, B3C1 and B3C2) were not. All participants showed emergent relations. The current study included an experiment that attempted to replicate Debert et at (2007)’s finding; an experiment that added differential reinforcement to no responses during no-go trials; and an experiment in which training procedures were manipulated in order to facilitate the acquisition of the training relations by a population with special needs.
|Ordinal Function Transfer through Equivalence Classes in Deaf Adults.
|ANA CAROLINA SELLA (Federal University of São Carlos), A. Celso Goyos (Federal University of São Carlos)
|Abstract: The present study investigated if establishing equivalence classes among words that share grammatical function in Portuguese, would facilitate ordinal function transfer. A 24-year-old deaf male took part in this study. Reading a list of words containing the stimuli used during the study was a pre-requisite for participation. A matching-to-sample procedure was used to establish three stimulus classes: subject (class 1), verb (class 2) and complement (class 3), each one containing 4 members (A, B, C, D). For each class, the relations AC, BC and DC were trained, and the relations CA, CB, CD, AB, BA, AD, DA, BD, and DB were tested. After equivalence was demonstrated within the members of each class, a sequencing test was presented in which the participant failed on placing words from each class in the correct grammatical order. The participant was then taught to place the words in order, using one exemplar of each class (A1-A2-A3). The remaining sequences were tested. The participant showed transfer of ordinal function for the sequences B1-B2-B3; D1-D2-D3; B1-C2-D3; and C1-A2-B3. The procedure was effective to promote ordinal function transfer in some of the sequences. Replication and generality of procedures will be discussed.
|Translating Research Into Practice: Taking a Step Towards Developing Teaching Technology.
|MARIA ANDRADE (The New England Center for Children), Renee C. Mansfield (The New England Center for Children), Beth O. Bellone (The New England Center for Children)
|Abstract: Applying effective interventions based on research is a goal for many clinicians and teachers in community based educational programs for children with autism. Translating the information described in research articles into practical interventions to be used by a number of teachers requires identification of key variables which may lead to successful program implementation. These variables will be reviewed as they apply to the implementation of a school wide curriculum developed from components of the stimulus equivalence research. Lesson plans and student data will be presented.