Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.

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40th Annual Convention; Chicago, IL; 2014

Event Details


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Symposium #514
CE Offered: BACB
Experimental Analysis and Application of Verbal Behavior
Tuesday, May 27, 2014
11:00 AM–12:50 PM
W175c (McCormick Place Convention Center)
Area: EAB/VBC; Domain: Basic Research
Chair: Joyce C. Tu (Center for Behavioral Sciences, Inc.)
Discussant: David W. Sidener (Garden Academy)
CE Instructor: Joyce C. Tu, Ed.D.
Abstract:

Is verbal mediation necessary for manded selection responses and match-to-sample tasks? In the first study, the role of joint self-echoic and tact control is examined in manded selection responses. The second study examined the role of joint self-echoic and tact control in "remembering" sequences of foreign language words. The third study evaluate the role of intraverbal naming (Horne & Lowe, 1996) in a visual-visual MTS procedure with arbitrary picture across three sets of stimuli. The forth study evaluated the effects of teaching unidirectional intraverbal relations in a statement format on (1) the emergence of symmetrical and transitive intraverbal relations, and (2) the formation of equivalence classes. All four studies show that verbal mediation is necessary for both manded selection responses and match-to-sample tasks.

 

Teaching Manded Selection Responses Using Joint Control Training with Children with Autism

HAILY CHOUN (Center for Behavioral Sciences, Inc.)
Abstract:

The purpose of the current investigation is to teach manded selection responses through joint control training to children diagnosed with autism. Manded selection responses are responses that are typically called "object recognition." For example, upon being asked "Give me car," a child picks up a car from an array of toys in front of him and gives it to the speaker. Many children with autism fail to select correct objects for words while they are able to name objects. The goal of this study is to evaluate the role of joint control in teaching selection responses in children with autism. The experimenter taught children with autism manded selection responses by using joint self-echoic and tact training. Training phases involved a total of 7 different steps with 2 different sets of materials. Result showed that only after joint self-echoic and tact training did manded selection responses occur. The knowledge gained from this study helps to identify the function of joint control in emergence of selection responses. The training method of the study can be utilized by practitioners who work with children with autism to facilitate emergence of name-object responses.

 
The Role of Joint Control in Remembering Sequences of Foreign Language Words
FLORINA DAVID COLAR (Member), Joyce C. Tu (Center for Behavioral Sciences, Inc.)
Abstract: The present study used joint control training to train six adult individuals to acquire a generalized sequencing behavior using an unfamiliar language. Participants were presented with problem solving tasks such as selecting cards in specific sequences in Romanian. First, echoic and tact trainings were implemented but they did not increase correct selections. Then, joint control training was implemented. Time delays were introduced subsequently. The results showed that only after joint self-echoic and tact training did manded selection responses occur. Furthermore, this study also showed that joint control training was the variable that all participants maintained manded selection responses after 5-minute time delays.
 
The Role of Intraverbal Naming in Arbitrary Matching-to-Sample and Symmetry
PATRICIA SANTOS (California State University, Sacramento), Monica Ma (California State University, Sacramento), Adrienne Jennings (California State University, Sacramento), Danika Zias (California State University, Sacramento), Caio F. Miguel (California State University, Sacramento)
Abstract: Several studies have shown that human performance on matching-to-sample (MTS) tasks may involve some form of verbal mediation. The current study evaluated the role of intraverbal naming (Horne & Lowe, 1996) in a visual-visual MTS procedure with arbitrary picture across three sets of stimuli. Six undergraduate students were taught to tact each of the pictures with individual names then they were taught to relate them with one another through intraverbal training. They were taught to relate A1 with B1, A2 with B2, and A3 with B3 vocally. Afterwards, participants were presented with MTS tasks in which A stimuli were presented as samples and B stimuli as comparisons. Four additional participants were presented with an MTS task and intraverbal test where B stimuli were presented as samples and A stimuli as comparisons. Results indicated high accuracy of matching performance for the AB relation and the emergence of symmetrical intraverbal and stimulus-stimulus relations. Moreover, when participants were asked to vocalize while performing the MTS task, they consistently engaged in the intraverbals while matching the arbitrary pictures. This study adds support to a verbal mediation account of matching performances and problem solving in general.
 

The Role of Intraverbal Naming on the Emergence of Novel Intraverbals and Equivalence Classes

MONICA MA (California State University, Sacramento), Amanda Chastain (California State University, Sacramento), Danika Zias (California State University, Sacramento), Adrienne Jennings (California State University, Sacramento), Caio F. Miguel (California State University, Sacramento)
Abstract:

The formation of equivalence classes has served as a behavior analytic model for understanding symbolic behavior and the emergence of novel behaviors (Sidman, 1994; 2009). Horne and Lowe (1996) proposed that the emergence of novel relations may be mediated by a strategy known as intraverbal naming. For this reason, the current study evaluated the effects of teaching unidirectional intraverbal relations in a statement format on (1) the emergence of symmetrical and transitive intraverbal relations, and (2) the formation of equivalence classes. Experimental stimuli consisted of nine common images, divided into three categories birds (A), states (B), and flowers (C). Two undergraduate students were taught to tact each picture with individual names, followed by intraverbal training, which established verbal relations between two stimuli from different classes. Intraverbal training consisted of teaching statements that related birds to states (AB) and states to flowers (BC). Afterwards, matching-to-sample and intraverbal tests were presented to assess for the emergence of BA, BC, AC, and CA relations. Results indicated that following tact and intraverbal training, participants were able to derive symmetrical and transitive intraverbal relations, as well as stimulus-stimulus equivalence classes. As such, this study further supports the role of verbal mediation, specifically intraverbal naming, as an important mechanism underlying the formation of equivalence classes.

 

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