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| International Symposium - The Induction and Prevalence of Naming and Related Higher Order Operants in Young Children |
| Sunday, May 28, 2006 |
| 9:00 AM–10:20 AM |
| Singapore |
| Area: DEV; Domain: Basic Research |
| Chair: R. Douglas Greer (Columbia University Teachers College and Graduate School) |
| CE Instructor: R. Douglas Greer, Ph.D. |
| Abstract: Research on naming has traditionally investigated naming in terms of its relation to stimulus equivalence or relational frames. More recently naming has also been investigated as a verbal development capability related to Skinner speaker-as-own listener and the experimental identification of multiple exemplar experiences as a sufficient intervention to induce naming in children who were missing naming capabilities. We shall present experiments on the induction of naming, its prevalence in, and relations to functionally analyzed theory of mind tests, and tests of a role of verbal behavior in equivalence relations in children with and without language delay diagnoses. |
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| Experiments on the Induction of Naming In Children With and Without Verbal Delays. |
| R. DOUGLAS GREER (Columbia University Teachers College and Graduate School), Lauren M. Stolfi (The Fred S. Keller School), Carol A. Fiorile (Private Consultant), Lina Gilic (Columbia University Teachers College) |
| Abstract: We will review a series of experiments in the induction of naming as a function of multiple exemplar experience for children with autism or other language delays in which the naming capability was missing. We also induced naming in typically developing 2-year olds who were missing the capability at the time of assessment. In addition we assessed the prevalence of naming in a sample of typically developing 2 and 3-year olds. |
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| Prevalence of Naming and Observational Learning in Pre-School and First Grade Children and Relations to Other Measures. |
| DENISE O'SULLIVAN (Columbia University Teachers College & CABAS), Jeanne Marie Collins-Speckman (The Fred S. Keller School & Columbia University Te), R. Douglas Greer (Columbia University Teachers College and Graduate School) |
| Abstract: We assessed 50 typically developing First Graders and 50 preschoolers with and without language delays for the prevalence of naming, other related higher order verbal operants, and observational learning and their relations to other language assessments. Recent research suggests that these higher order verbal operants may in fact be empirically identified stages of verbal development. We shall describe the prevalence of these repertoires before and after interventions and their relations to other types of language assessments. |
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| Perspective Taking Training: A Higher Order Verbal Operant. |
| INMACULADA GOMEZ BECERRA (Universidad Almería, Spain), Maria Jesus Martin (Universidad Almería, Spain), R. Douglas Greer (Columbia University Teachers College and Graduate School), Mapy Chavez-Brown (Wagner College) |
| Abstract: The objective of this study was to develop tests that, from a functional-contextual perspective, evaluate and train perspective taking perspective skills as well as those skills that previous studies have shown to be prerequisites or closely related (Gómez, Martín, Greer and Chávez-Brown, 2004, 2005, in review). The procedures used incorporate the verbal discriminations I/you/he-she, before/after, is/isn’t, here/there; they also incorporate the shared instructional history of the observer and the one being observed, protocols of reinforcement of listener behavior, and the repertoire of speaker-as-own listener, and prompts that allowed for discrimination of the relevant elements of perspective taking. The participants were 10 children between the ages of 4 and 5 years old. |
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| The Emergence of Equivalence Relationships in Verbal Development. |
| INMACULADA GOMEZ BECERRA (Universidad Almería, Spain), Rosa García Barranco Brranco (Universidad Almería, Spain), R. Douglas Greer (Columbia University Teachers College and Graduate School), Mapy Chavez-Brown (Wagner College) |
| Abstract: The objective of the present study is to identify at what point in the normative development generalized equivalence responses emerge and to analyze the role of certain prerequisites and symbolic behaviors (Horne y Lowe, 1996; Luciano, Barnes-Holmes y Barnes-Holmes, 2001; Luciano, Gómez y Rodríguez Valverde, in review). A sequential design, with repeated measures during a six-month period was used. The participants were 15 preschoolers ranging in age from 15 to 24 months. The visual-visual and visual-auditory equivalences were evaluated through matching to the sample tasks. The “receptive” and “expressive” abilities were also evaluated utilizing diverse standardized tests shown to be effective in previous studies of equivalence with infants (Peláez, Gewirtz, Sánchez y Mahabir, 2000; Horne y Lowe, 2001); the repertoire of speaker-as-own listener (Greer y Keohane, 2005); the level of development of other operants (generalized imitation and spatial-temporal relations and abstractions); direct measured obtained in structured situations, as well as indirect measured obtained from parents and educators. The results are analyzed in terms of the role of naming and the need of multiple example experiences in future procedures. |
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