|The Utility and Ubiquity of Joint Control: Making Use of Joint Control in Teaching|
|Saturday, May 25, 2013|
|2:00 PM–2:50 PM |
|Ballroom A (Convention Center)|
|Area: VRB/EDC; Domain: Theory|
|PSY/BACB CE Offered. CE Instructor: David W. Sidener, Ph.D.|
|Chair: Barbara E. Esch (Esch Behavior Consultants, Inc.)|
|Presenting Author: DAVID W. SIDENER (Garden Academy)|
Joint control is a process identified and named by Lowenkron in several papers from 1984-2004, in which the same verbal topography is emitted under two different operant contingencies, for instance a tact and an echoic. Emission of these matching topographies then facilitates an additional response, such as a selection response or some other form of identifying an additional stimulus. The value of this process can be easily seen in the case of teaching a child with language deficits to do something relatively complex, delayed, or both. Let's say you're teaching a child to go to another room to get something. The stimulus "Go to the office to get a ruler" is completely gone immediately after it is said, unless it is preserved by repeating it. The repetition, an echoic, then self-echoic provides the means for a joint control event upon tacting the item, "ruler." Joint control thus provides an explanation for listener behavior using Skinner's verbal operants. This requires the "listener" to actually function as speaker. This tutorial will describe the workings of the joint control model, the verbal operant processes that underlie the model and applications of joint control in applied behavior analysis contexts. Current research findings in this area will be presented.
|Instruction Level: Intermediate|
|Target Audience: |
Although this is an intermediate to advanced topic, there will be an emphasis on making joint control both approachable and useful to the practitioner. It will be helpful if participants have a working knowledge of Skinner’s verbal operants.
This address will be targeted to bright, enthusiastic behavior analysts who have an interest in making use of the concepts from verbal behavior. It will be of special interest to students of verbal behavior, master’s and doctoral-level clinicians.
|Learning Objectives: At the conclusion of the presentation, the participant will be able to: 1. Identify the components of a joint control episode. 2. Define joint control. 3. Identify several applications of joint control.|
|DAVID W. SIDENER (Garden Academy)|
|Since 2005, Dr. David Sidener has been the executive director of Garden Academy in New Jersey. Garden Academy offers an educational program based in applied behavior analysis to students with autism and pervasive developmental disorder not otherwise specified. Dr. Sidener has worked in the field of autism treatment since 1986. He completed his Ph.D. in psychology and applied behavior analysis at Western Michigan University under the supervision of Dr. Jack Michael. Dr. Sidener is a board-certified behavior analyst. He has supervised residential treatment programs for children with autism, developed and directed a vocational training program for adults with autism and other developmental disorders and consulted to schools, agencies and families in New Jersey, Pennsylvania, South Carolina, Ohio, Michigan, and Illinois. In 2004-2005, Dr. Sidener was an assistant professor at Lafayette College in Easton, PA. Currently, he is an adjunct professor in Caldwell College's applied behavior analysis graduate programs. During the past several years, Dr. Sidener has presented papers at national and regional conferences on topics such as treatment of stereotypy, incidental teaching, matching to sample and elements of Skinner's analysis of verbal behavior. He has published papers on joint control, treatment of stereotypy, video modeling, manipulation of motivating operations, and treatment of tic disorders.|
|Keyword(s): Listener-speaker, Remembering, Teaching language, Verbal behavior|