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| Increasing Children’s Levels of Basic Listener Literacy: Verbal Developmental Protocols to Provide New Listener Capabilities |
| Tuesday, May 30, 2006 |
| 11:00 AM–12:20 PM |
| Learning Center |
| Area: VBC; Domain: Applied Research |
| Chair: Dolleen-Day Keohane (Columbia University Teachers College) |
| Abstract: We tested the effects of implementing a sequential set of verbal developmental protocols to provide children with the components required for basic listener literacy. The children were at pre-listener to pre-speaker levels of verbal capability prior to the implementation of the protocols. Typically, they did not attend to adult voices, match to sample, track or observe objects and people in the environment, follow visual models, reliably echo or tact objects. Pre-probes showed low levels of responding to learn units across the areas of the curriculum mesured. Post-probes showed significant increases in the acquisition of short-term and long-term objectives and significant decreases in learn units to criteria across the areas of the curriculum measured. |
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| Conditioning Listening to Adult Voices and Increased Levels of Basic Listener Literacy. |
| JIWON KANG (Columbia University Teachers College), Dolleen-Day Keohane (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College and Graduate School), Robin A. Nuzzolo-Gomez (Columbia University Teachers College), Samantha M. Solow (Columbia University Teachers College), Lily Bayard (Columbia University Teachers College), Tracy Reilly-Lawson (Columbia University Teachers College), Darcy M. Walsh (Columbia University Teachers College) |
| Abstract: This study investigated conditioning attending to adult voices using a pairing procedure and increases in the children’s’ attending to auditory and visual stimuli as well as decreases in learn units to criteria across listener and early speaker programs. The children were between the ages of 3 and 7 and diagnosed with autism and related communication disabilities. They functioned at pre-listener and pre-speaker levels of verbal capability. The results showed significant increases in correct responses to learn units associated with basic listener literacy. |
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| Conditioning Visual Tracking: A Protocol to Increase Attending to Visual Stimuli and Levels of Basic Listener Literacy. |
| KARLA WEIGAND (Columbia University Teachers College), Dolleen-Day Keohane (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College and Graduate School), Dr. Shira A. Ackerman (Columbia University Teachers College), Joann Delgado (Columbia University Teachers College), Brooke DeMarco (Columbia University Teachers College), Michelle L. Zrinzo (Columbia University Teachers College) |
| Abstract: A Visual Tracking protocol was implemented to provide six children with a pre-requisite component of basic listener literacy. The children were between the ages of four and six and diagnosed with autism and related communication disabilities and were at the pre-listener to pre-speaker levels of verbal capability. The children attended to stimuli inconsistently, did not imitate teacher modeling, match to sample, follow basic directions, or reliably echo. Pre-probes showed low levels of responding to learn units across academic, communication, and the expanded community of activities and interests areas of the curriculum and few short-term and long-term objectives met. Post-probes showed that learn units to criterion decreased significantly across the areas of the curriculum measured. |
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| Sensory Matching Protocol: Providing Children with the Capacity for Sameness Across the Senses as a Component of Basic Listener Literacy. |
| DR. SHIRA A. ACKERMAN (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College and Graduate School), Dolleen-Day Keohane (Columbia University Teachers College), Denise O'Sullivan (Columbia University Teachers College), Hye-Suk Park (Columbia University Teachers College), Jennifer Longano (Columbia University Teachers College), Elisabeth L. Kracher (Columbia University Teachers College), Petra Wiehe (Columbia University Teachers College) |
| Abstract: A Sensory Matching Protocol was implemented as part of a verbal developmental sequence to provide children with the capacity for sameness across the senses. The children were between the ages of four and six and diagnosed with autism, related communication disabilities, and traumatic brain injury. They were at the pre-listener and pre-speaker levels of verbal capability. The children did not imitate teacher modeling consistently, match to sample across the senses, follow basic directions, reliably echo or tact. Pre probes showed low levels of responding to learn units across academic, communication, and expanded community of activities and interests areas of the curriculum and few short-term and long-term objectives met. Post probes showed that learn units to criterion decreased significantly across the areas of the curriculum measured. |
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| Conditioning Preferred Activities and Interests Through a Pairing Procedure. |
| JENNIFER LONGANO (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College and Graduate School), Dolleen-Day Keohane (Columbia University Teachers College), Claire S. Cahill (Columbia University Teachers College), Kristina Young (Columbia University Teachers College), Elisabeth L. Kracher (Columbia University Teachers College), Mindy Bunya Rothstein (Columbia University Teachers College) |
| Abstract: Several experiments were conducted to test the effects of a conditioning procedure to expand the community of reinforcers for children with disabilities. A pairing procedure was used to condition activities such as looking at picture books, listening to music, watching videos displayed on a computer monitor, and completing worksheets. Children in the studies ranged between 5 and 8 years old. Pre and Post probes were conducted using whole interval and partial interval recording. Prior to the implementation of the pairing procedure the children emitted high levels of stereotypy and passivity and low levels of the target behavior. Post-probes showed significant increases in the children’s community of preferred activities and interests and significant decreases in stereotypy and passivity. |
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