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| The Acquisition of Novel Operants through Observational Learning and Peer Tutoring |
| Sunday, May 28, 2006 |
| 9:00 AM–10:20 AM |
| Courtland |
| Area: EDC; Domain: Applied Research |
| Chair: Amy J. Davies Lackey (Hawthorne Country Day School) |
| Discussant: Amy J. Davies Lackey (Hawthorne Country Day School) |
| CE Instructor: Amy J. Davies Lackey, Ph.D. |
| Abstract: Explanations of the phenomenon of observational learning as well as its operational definition have been a source of debate and research since the early 1960s (Bandura &Walters, 1963; Catania, 1998; Staats, 1975; Gewirtz, 1971; Metz, 1965). Individuals with developmental disabilities, such as those with a diagnosis of autism, share a common deficit in the area of social and academic skills (Bauminger, 2002). An example of these deficits includes the ability to learn through observation, a critical repertoire in succeeding in less restrictive environments. The research reported herein provide an expanded analysis of several tactics on the development of observational learning in children with autism who did not have such repertoires. |
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| The Acquisition of Observational Learning via Yoked Peer Contingencies and Video Modeling. |
| AMY J. DAVIES LACKEY (Hawthorne Country Day School), Marisa Savard (Hawthorne Country Day School) |
| Abstract: The purpose of these experiments was to test the relationship between video modeling and yoked peer contingency and the acquisition of an observational learning repertoire. A multiple baseline design across participants and within participants across the two modeling conditions (video and in vivo) and across academic and social tasks was used. Each participant was presented two similar tasks from his or her curriculum; one task was used for the video condition, while the other was used for the in vivo condition and paired with the yoked peer contingency. The primary dependent variable in this experiment was the number of correct tacts that the Observer emitted in the initial probe for observational learning and post-yoked peer contingency probe for observational learning. This dependent variable was used to determine existence of an observational learning repertoire. The independent variable was the presentation and use of the yoked peer contingency, and the video modeling. Results are presented in terms acquisition of tasks for in vivo modeling, and video modeling and their efficiency in promoting generalization. Additional results are discussed in terms of video modeling and the yoked peer contingency’s motivating and attention maintaining qualities. |
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| A Comparison of Video Modeling and Yoked Peer Contingencies on the Acquisition of Observational Learning. |
| SARAH NATARELLI (Shema Kolainu) |
| Abstract: The purpose of these experiments was to test the relationship between video modeling and yoked peer contingency and the acquisition of an observational learning repertoire across multiple school settings. A multiple baseline design across participants and within participants across the two modeling conditions (video and in vivo) and across academic and social tasks was used. Each participant was presented two similar tasks from his or her curriculum; one task was used for the video condition, while the other was used for the in vivo condition and paired with the yoked peer contingency. The primary dependent variable in this experiment was the number of correct tacts that the Observer emitted in the initial probe for observational learning and post-yoked peer contingency probe for observational learning. This dependent variable was used to determine existence of an observational learning repertoire. The independent variable was the presentation and use of the yoked peer contingency, and the video modeling. Results are presented in terms acquisition of tasks for in vivo modeling, and video modeling and their efficiency in promoting generalization. Additional results are discussed in terms of video modeling and the yoked peer contingency’s motivating and attention maintaining qualities. |
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| The Role of Peer Tutoring in the Acquisition of Verbal Operants. |
| SUDHA RAMASWAMY (Hawthorne Country Day School) |
| Abstract: We present experiments with 3 children with developmental disabilities that identify how peer tutoring can function as a procedure to teach children to emit verbal operants with peers in play setting using a multiple baseline design. The dependent variable consisted of the number of verbal operants emitted in play settings (90-100% interobserver agreement). The results showed a change in level of the emission of verbal operants in comparing baseline to post-treatment sessions. In addition to the 3 target participants, 3 peers were taught to monitor the tutoring sessions and (correct and incorrect responses of their peers as well as to monitor the delivery of reinforcers by peers). The treatment consisted of the monitors completing a series of teaching sessions in which they learned to monitor their assigned peers correct and incorrect responses as well as to monitor the delivery of reinforcement during instruction. The results demonstrated a higher level of emission of verbal operants between the monitors and fellow peers in the classroom in post-treatment in comparison to baseline sessions. The results showed that the participants’ emission of verbal operants was not localized to the peers that were in direct instruction, but also to the monitors who were taught to observe peer tutoring sessions. |
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