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| International Symposium - Correspondence Training: Educational and Recreational Applications |
| Saturday, May 27, 2006 |
| 2:30 PM–3:50 PM |
| Courtland |
| Area: EDC; Domain: Applied Research |
| Chair: Michael J. Cameron (Simmons College) |
| CE Instructor: Michael J. Cameron, Ph.D. |
| Abstract: Correspondence training, also referred to as "say-do" instruction can be used for: improving academic performances, behavioral support, and teaching motor skills. The purpose of this symposium is to demonstrate how correspondence training was used in the classroom and community. Implications for educators will be discussed. |
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| Effects of Reinforcement History and Types of Verbalization on the Generalization of Say-Do Correspondence. |
| EDHEN LAURA LIMA (West Virginia University), Josele Abreu-Rodrigues (Universidade de Brasilia) |
| Abstract: This study analyzed the effects of reinforcement history (reinforcement dependent on correspondence, independent on correspondence and dependent on the absence of correspondence) and types of verbalizations emitted between ‘say’ and ‘do’ (of numbers and of ‘doing’) on the acquisition and generalization of say-do correspondence. Thirty-nine 3 to 5 year-old children were divided in four groups. The groups differed in terms of verbalizations emitted during the training, as well as percentage of reinforcer delivery dependent on the presence of correspondence. After correspondence training, generalization was tested with two different behaviors. The findings suggest that: (a) effects of reinforcement contingencies were affected by the type of verbalizations emitted between ‘say’ and ‘do’; (b) reinforcement of correspondence was effective only in the presence of verbalizations of ‘doing’; (c) reinforcement of non-correspondence was effective only when verbalizations of distracting stimuli (numbers) occurred, and (d) the functional role of ‘say’ was influenced by correspondence – reinforcer relations. |
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| The Use of Correspondence Training to Increase Compliance. |
| KRISTOFER VAN HERP (Simmons College), Michael J. Cameron (Simmons College) |
| Abstract: Problematic or socially inappropriate behaviors in individuals should be replaced with behaviors that are functionally equivalent, but socially appropriate. This study will shows that the use of discrimination training followed by correspondence and functional communication training can assist individuals in choosing to express their frustration in a socially appropriate and more successful manner. The participant in this study was a 7 year old boy, Wade, who attended a suburban public school in Massachusetts. In times of challenge for Wade, he would display “resistance” behaviors. Resistance behavior was displayed through a slouching body, vocal unresponsiveness, as well as aggressive behavior towards adults and his environment. We used discrimination training to self-identify in situations of frustration for him. This was followed up by correspondence training paired with functional communication training which taught Wade what to say and what to do when he identified his frustration. Frequency of the problem behavior, resistance, and the latency from the onset of resistance to the display of functional communicative responses was recorded. This training resulted in Wade's increased ability to appropriately communicate his difficulty in challenging situations to adults as well as decrease both his frequency and duration of resistance behavior episodes. |
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| The Effects of Correspondence Training on Exercise. |
| ELISE COOKE (Simmons College) |
| Abstract: Physical exercise is a cornerstone of a healthy lifestyle. Individuals who are in good health have more productive years and less medical expenses. Although as behavior analysts we are committed to examining socially significant issues, there is relatively little research on physical exercise in this field. The majority of the published behavior analytic research on exercise focuses on exercise as an antecedent, as part of a treatment package, or as contingent punishment. Few articles highlight exercise as the primary behavior targeted for change. This paper focuses on the use of correspondence training to change exercise behavior of typically developing adults. Inspired by the numerous sports psychology research articles relating to imagery, mental rehearsal, and visualization, we use a behavior analytic lens to examine measurable visual/verbal preparation and its effects on exercise performance. |
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