Association for Behavior Analysis International

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34th Annual Convention; Chicago, IL; 2008

Event Details


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Symposium #200
CE Offered: BACB
Acquisition of Verbal Capabilities Using Principles of Verbal Behavior Analysis with Students in Elementary and Middle School
Sunday, May 25, 2008
10:30 AM–11:50 AM
Astoria
Area: TBA/VBC; Domain: Applied Research
Chair: Dana Visalli-Gold (Columbia University Teachers College)
CE Instructor: Dana Visalli-Gold, Ph.D.
Abstract:

This symposium will address the acquisition of verbal capabilities using the principles of verbal behavior analysis with students in elementary and middle school settings. The three papers focus on inducing observational learning, self-editing, and rates of learning with children diagnosed with developmental and behavioral disabilities. The first paper addresses the effects of students observing teacher presented learn units on the emergence of selected untaught structural and grammatical components of writing samples and the effectiveness of the observing students writing. The second paper focuses on the effects of written mands on written compositions. The final paper investigates the effects of an immediate correction procedure and the students' use of answer keys on learn units to criterion for target behaviors.

 
The Effects of Students’ Observation of Teacher Presented Learn Units on the Writing of the Observing Students.
DANA VISALLI-GOLD (Columbia University Teachers College)
Abstract: his experiment was conducted to test the effects of students observing teacher presented learn units on the emergence of selected untaught structural and grammatical components of writing samples and the effectiveness of the observing students writing. The teacher delivered learn units to a peer confederate while the target students observed those learn units. The teacher monitored the observing student's written products for the emergence of untaught components both before and after the instructional sessions. Ten middle school students were selected to be in one of two conditions, either learn units (peer confederates) or observed learn units (target students). The observing student (the target students) corrected heir own writing according to the learn units delivered to a confederate student. Thirty minutes following these instructional sessions, a probe was conducted. Two of the observing students did not monitor the instructional sessions by correcting a writing assignment in the first treatment phase. The results for this experiment showed that observing instruction while monitoring the instructional sessions functioned to increase the correct usage of all levels of the dependent variable.
 
The Effects of Written Mands on Written Compositions.
DR. SHIRA A. ACKERMAN (Columbia University Teachers College), Dana Visalli-Gold (Columbia University Teachers College), Dolleen-Day Keohane (Columbia University Teachers College & CABAS)
Abstract: These two experiments tested the effects of written mands on the written compositions of four participants. Written mands are a component of writer immersion. Written mands were defined as requests, questions, or comments between the students and the teachers exclusively in written form. The students were required to request items, assistance, or to ask questions in the written form in their notebooks for the duration of the school day. The dependent variables for student 1, 3, and 4 were the number of self-editing responses, initial sentence starters, number of words used per writing sample, number of correctly spelled words per writing sample, and the mean number of words used per sentence. The dependent variables for Student 2 were self-editing responses, initial sentence starters, number words per writing sample, number of correctly spelled words per writing sample, and the number of sentences per writing sample. The implementation of written mands was effective in improving the spelling, initial sentence starters, number of words per writing sample, the number of sentences per writing sample, and lead to the emergence of the self-editing repertoire for all participants.
 
Immediate Correction Procedures and their Effects on Learn Units to Criterion for School Aged Students.
KRYSTL GIORDANO-PADILLA (Columbia University Teachers College), Dana Visalli-Gold (Columbia University Teachers College), Dolleen-Day Keohane (Columbia University Teachers College), Dr. Shira A. Ackerman (Columbia University Teachers College)
Abstract: This experiment investigated the effects of an immediate correction procedure and the students' use of answer keys on learn units to criterion for target behaviors. The immediate correction procedure was implemented to ensure that the correction procedures were indeed functioning as correction The student immediately reviewed and responded to the teacher's behavior in the presence of the antecedent and teacher consequences. Following the successful implementation of the immediate correction procedure, the answer key procedure was implemented. The students immediately consequated their behavior for the entire assignment using the answer key under direct supervision of the teacher. The data showed that all participants emitted higher levels of correct responding during the immediate correction procedure and even higher levels during the answer key procedure. In both of these procedures the learn unit was revisited and the teacher consequences were presented while the students were attending to the antecedent while reviewing and responding to their consequated assignment. The students higher levels of correct responding significantly decreased their total learn units to criterion across the targeted behaviors.
 

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