Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


Fourth International Conference; Australia, 2007

Event Details

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Symposium #22
CE Offered: BACB
Recent Research in Verbal Capabilities, Observing Responses, and Parent Education from CABAS and Columbia University
Monday, August 13, 2007
1:00 PM–2:20 PM
L2 Room 4
Area: DEV; Domain: Experimental Analysis
Chair: R. Douglas Greer (Columbia University Teachers College and Graduate School)
CE Instructor: R. Douglas Greer, Ph.D.

We present four sets of experiments and observations about findings devoted to (a) the relations between observing responses and verbal capabilities or their underpinnings, (b) the role of multiple exemplar experiences in the acquisition of naming, and (c) procedures for effective parenting.

The Acquisition of Effective Parenting Repertoires as a Function of the CABAS® Parent Education Curriculum.
LYNN YUAN (Fred S. Keller School)
Abstract: I investigated the components that were essential in teaching effective parenting skills in 2-experiments. The first study examined the effects of parent education training on their children's learning in school in a experimental and control group design. Dependent variables included standardized and criterion-referenced measures on thirty preschoolers. The independent variable consisted of parent education training package that included: (a) parent education workshops and (b) individual parent session. The second study was a continuation that taught parents to identify appropriate skills of a target repertoires via videotape observations of both teachers' and the parents instruction. After the mastery of the training package, post-experimental probes were conducted on: a) the parents' identification or target behaviors and generalization behaviors, and (b) children's mastery of the appropriate behaviors within a particular target repertoire.
More Evidence on the Source of Naming: SEI versus MEI.
R. DOUGLAS GREER (Columbia University Teachers College and Graduate School), Lauren M. Stolfi (Columbia University Teachers College), Nirvana Pistoljevic (Columbia University Teachers College)
Abstract: We compared the effects of singular exemplar instruction (SEI) and multiple exemplar instruction (MEI) on the emergence of untaught listener and speaker responses, or naming, for 2-dimensional stimuli by preschool children who were missing the naming capability. In combined experimental-control group and nested single case multiple probe designs, we taught training sets of pictures using multiple exemplar instruction (MEI) to one group of 4-participants using a multiple probe design and the same sets using single exemplar instruction (SEI) to another set of 4-participants. Naming emerged from MEI but not SEI. Subsequently, the SEI group received MEI and naming emerged for them also.
Conditioning Two-Dimensional Visual Stimuli to Induce Two-Dimensional Match to Sample Responding in Preschoolers with Autism.
ANANYA GOSWAMI (Columbia University Teachers College), Dolleen-Day Keohane (Columbia University Teachers College & CABAS), R. Douglas Greer (Columbia University Teachers College and Graduate School), Dr. Shira A. Ackerman (Columbia University Teachers College), Jeanne Marie Speckman (Teachers College Fred S. Keller School)
Abstract: We tested the effects of conditioned reinforcement for observing responses on the acquisition of eye contact, 3-D and 2-D discrimination of visual stimuli, and sensory discrimination across the senses. The participants were between the ages of three and six and diagnosed with educational disabilities, autism, and related communication disabilities. Prior to the onset of the study, the children did not make eye contact, attend to 3-D and 2-D stimuli, or demonstrate the capacity for matching across the five senses. Verbal developmental protocols associated with pre-listener levels of verbal capability and observing responses were implemented using a multiple probe design. The results showed significant increases in the acquisition of new verbal capabilities for the participants.
Observing Responses Associated with the Sequential Acquisition of Certain Aspects of Language.
DOLLEEN-DAY KEOHANE (Columbia University Teachers College & CABAS), R. Douglas Greer (Columbia University Teachers College and Graduate School)
Abstract: We discuss the findings of a program of research on observing responses associated with the sequential acquisition of early verbal capabilities. These observing responses appear to be related to the discrimination and development of certain aspects of language. Conditioned reinforcement for listening to voices, stories and various genres of music as well as looking at stimuli, text and books may be prerequisites for the development of observing responses across listener, listener-speaker, speaker-as-own-listener and visual sensory modalities.



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