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| Verbal Behavior: The Model Used for Changing/Expanding the Repertoires of Students and Staff. Everyday Applications across Educational Settings in NYC |
| Monday, May 29, 2006 |
| 9:00 AM–10:20 AM |
| Vinings |
| Area: VBC; Domain: Applied Research |
| Chair: Gina Marie Feliciano (Shema Kolainu - Hear our Voices) |
| Discussant: Susan M. Silvestri (Hawthorne Country Day School) |
| CE Instructor: Gina Marie Feliciano, Other |
| Abstract: The following symposium will highlight how a non public school in New York City implements verbal behavior teaching procedures for both students and staff. The application of Skinners analysis of verbal behavior has been utilized to increase the rule governed and contingency shaped behaviors of teachers, to evoke initial verbal operants from young children and as a framework for implementing speech and language services and augmentative and alternative communication devices for students with an autism spectrum disorder. Our goal is to demonstrate how verbal behavior and applied behavior analysis can be integrated into an entire educational system to change student and staff behaviors. |
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| Changing the Behavior of Teachers through Video Monitoring and Supervisor Presented Instruction. |
| SARAH NATARELLI (Shema Kolainu - Hear our Voices), Gina Marie Feliciano (Shema Kolainu - Hear our Voices) |
| Abstract: Research has shown that providing learn units to teachers in the form of teacher performance rate and accuracy in center based settings is effective for changing the repertoires of teachers (Ingham, & Greer, 1992). However supervision for teachers providing discrete trial training in a community based setting does not always allow for frequent, intensive supervision and training. The purpose of this study was to investigate the efficacy of video monitoring and learn unit delivery to teachers as a model for changing rule governed and contingency shaped behavior of teachers. Three teachers who provided discrete trial training in a community based setting participated in this study. A multiple treatment design was used to teach teachers specific target behaviors to improve teacher repertoires and in turn student performance. |
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| The Increased use of Verbal Operants Following the Implementation of Augmentative and Alternative Communication (AAC) Devices with Children on the Autism Spectrum. |
| GILI P. RECHANY (Shema Kolainu - Hear our Voices), Megan Anne Petrizio (Shema Kolainu - Hear our Voices) |
| Abstract: The current investigation focused on the evaluation and implementation of AAC devices with school age children presenting with an autism spectrum disorder. This study examined the prerequisite skills needed for successful implementation of an AAC device by examining the children’s performance on the ABLLS assessment, as well direct observation of functional communication in the classroom. A multiple baseline across participants design was implemented. This study measured the increase in verbal operants following the implementation of augmentative and alternative communication (AAC), and examined the verbal behavior procedures used to implement the AAC. Three verbal behavior topographies were measured, generalized mands, generalized tacts, and generalized intraverbals. |
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| The Use of a Pairing Procedure in Conditioning Vocalizations to Evoke Parroting and Echoic Responses to Teach Mands. |
| CHANIE KESSLER (Shema Kolainu - Hear our Voices), Gina Marie Feliciano (Shema Kolainu - Hear our Voices), Jessica D. Rodriguez (Shema Kolainu - Hear our Voices) |
| Abstract: The current investigation used a stimulus- stimulus pairing procedure to condition vocalizations as reinforcers in order to increase the frequency and number of vocalizations that could be used to teach an echoic response to nonvocal verbal children. Once parroting responses were evoked an echoic to mand function was taught using a multiple baseline design. Following pre-experimental observations target vocalizations were identified for parroting and echoic training and pairing. Upon meeting criterion in pairing an echoic to mand training procedure was used, followed by a return to the pre-pairing condition. The data suggest that a pairing procedure was effective in evoking parroting responses which could then be taught as echoics, for some students. |
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