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| Producing Generative Outcomes, Part 2: From Practice to Research |
| Sunday, May 24, 2009 |
| 10:30 AM–11:50 AM |
| North 122 A |
| Area: EDC; Domain: Applied Behavior Analysis |
| Chair: Kerri L Kaelin (University of Nevada, Reno) |
| Discussant: Henry S. Pennypacker (University of Florida) |
| CE Instructor: Claire St Peter Pipkin, Ph.D. |
| Abstract: Applied behavior analysis emphasizes the need for producing generative outcomes of interventions. However, empirically validated methods for producing generalized effects are scarce. The current symposium will outline three studies in which critical variables for the production of generative repertoires were identified. Specifically, the first study will describe how increasing frequency on a visual discrimination task produced a generalized rapid naming repertoire in young learners. The second study will compare a frequency-building versus a practice-only procedure on the emergence of a generalized decoding repertoire. The final study will illustrate the generative effects of a frequency-building procedure on derived relational responding. Studies will be discussed with respect to applied interventions guiding the design of controlled studies. The implications of each study on the development of best practice guidelines will be offered. |
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| An Investigation of Rapid Automatic Naming as a Generalized Operant |
| KERRI L KAELIN (University of Nevada, Reno), Kimberly Nix Berens (Center for Advanced Learning, Inc.), Patrick M. Ghezzi (University of Nevada) |
| Abstract: Traditional education uses Rapid Automatic Naming (RAN) to identify future reading problems with children. However, performance on RAN assessments is treated as an immutable trait. Conversely, from the perspective of behavior analysis, it is more useful to view RAN as operant behavior that can be strengthened through contingencies of reinforcement. An A/B multiple-probe design with two constant-series controls was used evaluate if RAN functions as generalized operant behavior. Specifically, preschool participants of normal development received training on one set of RAN skills while participating in probe sessions on an untrained set. Across experimental participants, an increase in times celerations occurred on the targeted task. Furthermore, effects were seen on untargeted tasks after implementation of the Precision Teaching intervention across all experimental participants. Generally, less robust effects occurred on probe tasks for the practice and probe control participant where little to no effects were observed for the probe-only participant. |
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| Establishing the Role of Building Skills to High Frequencies on Outcome Performance |
| MOLLY HALLIGAN (University Nevada, Reno), Kimberly Nix Berens (Center for Advanced Learning, Inc.), Patrick M. Ghezzi (University of Nevada) |
| Abstract: Traditional education implements procedures based on theories that have not empirically demonstrated successful educational achievement. Precision teaching, an area of behavior analysis, has analyzed techniques leading to robust learning outcomes through the use of a sensitive measurement tool. Unfortunately, the majority of findings are based on clinical rather than empirical studies. The current study examines the necessity of responding at high rates in producing robust learning outcomes. An A/B multiple probe design with yoked controls across participants was used. The participants were randomly assigned to either a frequency-building training condition or a practice-only training condition. Results are evaluated with respect to celerations and degrees of variability within and across participants for training, retention, distraction, frequency checks and probe performance. |
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| Building the Fluency of Derived Relational Responding: Frames of Coordination and Opposition |
| NICHOLAS M. BERENS (UNR/CAL, Inc.), Kimberly Nix Berens (Center for Advanced Learning, Inc.), Steven C. Hayes (University of Nevada, Reno) |
| Abstract: Reading fluency has been strongly correlated with reading comprehension. However, for some individuals, increasing reading rate does not improve reading comprehension. It is posited that these individuals are lacking critical language skills. Relational Frame Theory posits that arbitrarily applicable derived relational responding is a critical behavioral target in the understanding of human language and cognition. In the context of the academically important task of vocabulary building, the current investigation explored procedures that increase the rate of derived relational responding. Procedures involved the establishment of base rates of derived relational responding across multiple sets of synonyms and antonyms. Subsequently, sets were isolated and the rates of the mutual and combinatorially entailed derived relational responses were strengthened. Correlated increases in the rate of derived relational responding in untargeted sets were noted. |
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