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| Producing Generative Outcomes, Part 1:
Instructional Innovations |
| Saturday, May 23, 2009 |
| 1:00 PM–2:20 PM |
| North 122 A |
| Area: EDC/TPC; Domain: Applied Behavior Analysis |
| Chair: Kimberley L. M. Zonneveld (University of Nevada, Reno) |
| Abstract: Producing generalized effects serves as a primary goal for applied behavior analysts. However, such a goal often occurs as an after-thought rather than as an explicitly programmed outcome. The papers included in the current symposium will outline four instructional strategies explicitly designed to produce generative repertoires with learners in academic settings. One paper will illustrate the benefits of using nonsense words for the establishment of a generalized spelling repertoire. The establishment of a generative computation repertoire produced through the training of math fact families will be outlined in a second paper. A third paper will describe a relational learning program used to establish emergent comprehension skills in students with language-based deficits. The final paper will articulate how an instructional control program was used to establish generalized attending and self-awareness skills with a learner, which resulted in a transformation of that learner’s overall teach-ability. All papers will include outcome data obtained with learners attending a private learning center. Future research directions stemming from these clinical outcomes will be offered. |
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| Generalized Decoding Repertoire |
| MARIA T. STEVENSON (University of Nevada, Reno - student), Kimberly Nix Berens (Center for Advanced Learning, Inc.) |
| Abstract: The present study utilized the standard celeration chart to determine if participants could generalize a decoding repertoire to learn how to sound out and read words. Specifically, the authors evaluated if participants could generalize the phonetic rules of speech by learning how to sound out nonsense words (e.g., fic, sul) to real words without being directly taught how to read real words. Participants were children who were not able to read or decode words. During the training condition, participants were taught to decode and read nonsense words (e.g., fic, sul). In addition, probes were conducted each week to determine if participants were able to generalize the phonetic rules learned during the training condition to real words. Additional pre/post assessment to real words that participants were not exposed to during training or probes were utilized to further assess their ability to decode and read words. |
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| Creating a Learning Context for Generative Outcomes. |
| TIMOTHY C. FULLER (Washoe County School District), Kendra L. Rickard (University of Nevada, Reno - Center for Advanced L), Kimberly Nix Berens (Center for Advanced Learning, Inc.) |
| Abstract: Programming for generative learning outcomes is an advantageous goal for those in any instructional setting. The present paper will outline how standard measurement practices can lead to the design of an instructional context, which promotes generative outcomes. A conceptual analysis of this instructional context will be outlined and data from several students will be used to support these conceptualizations. More specifically, the emergence of self-awareness and generalized forms of attending will be highlighted as products of an intervention designed to increase instructional control. |
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| Establishing the components of comprehension: a preliminary investigation into the remediation of comprehension deficits. |
| CYNTHIA CARDENAS (University of Nevada, Reno), Kendra L. Rickard (University of Nevada, Reno - Center for Advanced L), Kimberly Nix Berens (Center for Advanced Learning, Inc.) |
| Abstract: Reading fluency has been implicated as a critical factor in the remediation of reading comprehension deficits. As fluency is established, collateral improvements are often observed in reading comprehension as well. However, for some learners, collateral improvements are not observed. As comprehension is inherently relational, this failure to improve is likely due to deficits in core language processes. Specifically, core relational skills involved in both listening and reading comprehension are likely not well established. Using a relational frame theory approach, the current presentation will consider the skills inherent in comprehension, as well as how multiple exemplar training of key relations can have a generative effect on untrained relations. Clinical data will be shown and directions for future research suggested. |
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| Producing Generative Outcomes in Computation |
| KIMBERLEY L. M. ZONNEVELD (University of Nevada, Reno), Kendra L. Rickard (University of Nevada, Reno - Center for Advanced L), Kimberly Nix Berens (Center for Advanced Learning, Inc.) |
| Abstract: The current state of math instruction appears analogous to the whole language approach to reading instruction, whereby students learn each word in a given language. A consensus now exists with respect to the generative effects observed in an individual’s reading repertoire following the direct instruction of a small set of phonemic rules. However, such an agreement is not observed in the area of mathematics. Currently, students learn each individual computational problem via direct training rather than receive direct instruction on a small set of math fact families, which can then be applied to numerous computational problems. This presentation will discuss the efficacy of a specific method of math instruction that combines The Morningside Mathematics Fluency: Math Facts program with The Center for Advanced Learning’s math curriculum. In particular, existing clinical data will be presented on the generalized computational repertoire that results from the direct instruction of a small set of fact families. Finally, conceptual issues regarding this particular method of teaching will be addressed. |
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