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| Using Equivalence-Based Instruction to Teach Academic and Music Skills to Children of Typical Development |
| Saturday, May 25, 2019 |
| 5:00 PM–5:50 PM |
| Fairmont, Second Level, Gold |
| Area: EDC; Domain: Applied Research |
| Chair: Jessica Day-Watkins (Drexel University) |
| CE Instructor: Jessica Day-Watkins, Ph.D. |
| Abstract: In recent years, equivalence-based instruction (EBI) has increasingly been used to teach a variety of socially relevant skills and content to children of typical development. The three talks in this symposium describe studies in which EBI was used to teach classes of academic content and music skills. The first study was a replication and extension of Lynch and Cuvo (1995)’s analysis of fraction-pictogram-percentages equivalence classes. Some participants were directly trained and tested on the classes while additional participants observed the training of the classes. The second study extended prior studies in which equivalence classes of music notes were established by also teaching music dynamics, followed by generalization tests of accurate piano playing. In the third study, the Go/no-go procedure, an alternative to match-to-sample to form equivalence classes, was used with compound stimuli to establish reading comprehension among dictated words, pictures, printed words, and textual behavior. Together, the three studies in this symposium extend the content domains and procedures that can be used to establish equivalence classes of relevant content to children of typical development. |
| Instruction Level: Intermediate |
| Keyword(s): conditional discrimination, derived relations, equivalence, observational learning |
| Target Audience: The target audience will be those interested in equivalence-based instruction. |
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| Math Instruction: An Investigation of Derived Relations, Observational Learning, and Transfer of Function |
| BRITTANY CHIASSON (Teachers College, Columbia University), Victoria Verdun (Teachers College, Columbia University ), Daniel Mark Fienup (Columbia University) |
| Abstract: Little research has examined the intersection of derived relations and observational learning, which may be an additional avenue by which an instructor can increase the total amount of learning while conserving instructional resources. In this study, we replicated and extended Lynch and Cuvo (1995)’s analysis of fraction-pictogram-percentages equivalence classes. We trained 3rd grade students on baseline relations and observed the emergence of all possible derived relations. Prior to training, the participants could sort percentage stimuli from lowest to highest (comparative relations), but could not do this with fraction stimuli. Following the formation of equivalence classes, the participants could accurately sort fraction stimuli, thus demonstrating the transfer of function. Two additional participants observed the target participants undergo the training of baseline relations. The observing participants acquired baseline relations with no direct reinforcement, derived all relations, and demonstrated transfer of function. These findings suggest a novel way to incorporate EBI into classroom settings. |
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| Using Equivalence-Based Instruction to Teach Music Notes and Piano Playing Dynamics |
| SARAH LOSOWYJ (Caldwell University), Kenneth F. Reeve (Caldwell University), Sharon A. Reeve (Caldwell University), Tina Sidener (Caldwell University), Emily Gallant (Caldwell University) |
| Abstract: The purpose of this study was to extend the equivalence-based instruction (EBI) and music literature by using EBI to teach music concepts to three 8- to 10-year-old children. Participants were first taught to identify five notes on a music staff and piano keyboard using a one-to-many (OTM) training structure with five stimulus classes consisting of four members each. Following the formation of the music note classes, participants were taught to identify and discriminate
between three levels of dynamics (magnitude of playing a note) using a OTM training structure with three stimulus classes consisting of four members each. Participants completed two match-to-sample pretests and posttests for all relations in each stimulus set along with two piano playing pretests and posttests. During tests for derived relations, all participants responded in a class-consistent manner, thus indicating the formation of the equivalence classes. In addition,
music skills generalized to playing a song with indicated dynamics on a piano keyboard. The results indicate that EBI is an effective procedure for teaching music concepts to children. |
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Reading Comprehension With the Go/No-Go Procedure With Compound Stimuli |
| Cecelia Brayner de Freitas Gueiros (Universidade de São Paulo ), PAULA DEBERT (University of Sao Paulo) |
| Abstract: The Go/no-go procedure with compound stimuli is an alternative to matching-to-sample to establish equivalence relations between abstract stimuli. The present study is the first to investigate whether the Go/no-go procedure with compound stimuli would produce emergent relations among dictated word (A), picture (B) and printed word (C) and the emergence of textual behavior (CD) using a multiple probe design across sets of words. Three preschool children were exposed to five phases: (1) Pretest of BC, CB and CD relation, (2) Pretraining with known stimuli, (3) AB and AC training, (4) Posttests of BC and CB relations and (5) Posttest of the CD relation. During AB and AC training, compound stimuli (formed by auditory and visual stimuli) were successively presented on each trial. Responses in the presence of “related” compounds (A1B1, A2B2, A1C1 or A2C2), but not in the presence of “unrelated” compounds (A1B2, A2B1, A2C1 or A1C2) were differentially reinforced. The results showed that all children achieved the learning criteria and showed the emergence of BC, CB, and CD relations for all sets only after AB and AC training. The Go/no-go procedure with compound stimuli is an effective alternative to establish reading comprehension. |
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