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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46th Annual Convention; Online; 2020

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Poster Session #225
DEV Sunday Poster Session
Sunday, May 24, 2020
1:00 PM–3:00 PM
Virtual
83. The Effects of Fluency Training of Word Problems on the Fluent Responding to Math Facts
Area: DEV; Domain: Applied Research
YIFEI SUN (Teachers College, Columbia University), Mary-Genevieve White (Teachers College, Columbia)
Discussant: Jessica Singer-Dudek (Teachers College, Columbia University)
Abstract: We conducted an experiment using a multiple probe design across participants to test the effect of the mastery and fluent responding of word problems on fluent and accurate responding to math facts and the use of counting strategies (i.e. counting fingers, drawing pictures, using tally marks) for 8 middle school students. We found a functional relation between the mastery of operants and fluent responding of word problems and the fluent and accurate responding to math facts. All participants demonstrated an increase in the level of responding in their rate of accurate responding to math facts and a decrease in their rate of incorrect responding to math facts post-mastery and post-fluency training of word problems. Participants that demonstrated Transformation of Stimulus Function (TSF) across saying and writing demonstrated greater gains that their peers without TSF. This experiment extends findings from previous research that demonstrated a functional relation between the mastery of operants and fluent responding of math facts and the fluent and accurate responding to word problems for participants who demonstrated TSF. Results suggest changes in curriculum design and teaching practices for teaching math fluency and word problems for all students.
 
84. A Parametric Analysis of Auditory Match-to-Sample Protocol on Inducing Accurate Echoics
Area: DEV; Domain: Applied Research
TANYA BAJWA (Teachers College, Columbia University ), Rebecca Hotchkiss (Evergreen Center), Kristina Wong (Columbia University), Daniel Mark Fienup (Teachers College, Columbia University)
Discussant: Jessica Singer-Dudek (Teachers College, Columbia University)
Abstract:

Previous research has indicated that the auditory matching (AM) protocol has been effective in increasing accurate echoics. The AM protocol teaches children a generalized repertoire of discriminating auditory stimuli across 21 phases that increase in complexity. While effective, the AM protocol is labor and time intensive. The researchers conducted a parametric analysis to evaluate and compare the effects of 2 conditions of the AM protocol. In the full condition, participants completed 20-trial sessions and moved between phases when accuracy was 90% in 1 session. In the accelerated condition, participants completed up to 20-trials per session and moved between phases when responding correctly to 5 consecutive trials. Researchers used a multiple probe design across participants to evaluate the effective of each condition and a between-subjects comparison to evaluate the effectiveness and efficiency of the respective conditions. The results indicated that both conditions produced the intended effects on echoics and the accelerated AM protocol was more efficient in producing this outcome.

 
86. The Effects of Social-Listener Reinforcement Protocol on Increasing Vocal Verbal Operants
Area: DEV; Domain: Applied Research
RUBY SARA GIBSON (Teachers College, Columbia University ), Jessica Horton (Teachers College, Columbia University), Jessica Singer-Dudek (Teachers College, Columbia University)
Discussant: Jessica Singer-Dudek (Teachers College, Columbia University)
Abstract: Social behavior exchanges of children begins to develop naturally at a young age. However, often times children diagnosed with Autism Spectrum Disorder (ASD) have a delayed response in acquiring the necessary skills to function in a social exchange. The listener component, as well as the speaker component, within a social exchange is necessary in order to acquire more complex social skills (Skinner, 1957). Social Listener Reinforcement (SLR), is a protocol used to increase vocal verbal operants of children with ASD. The study evaluated the effects of an SLR procedure, using activities that required the participants to rotate between the roles of the listener and speaker, in increasing vocal verbal operants (i.e., tacts, intraverbals, and conversational units). The SLR procedure included four different phases with a building phase, scavenger hunt, and two peer-tutoring phases. The researchers used a pre-post design, with a time lag, across all six participants to test the effects of the SLR protocol on both social behaviors. The results of the study suggest that the SLR protocol varied in effectiveness across all participants, but the results did display an overall increase in vocal verbal operants for four of the participants. The researchers discuss on expansion of this study, as well as limitations within the experiment. social listener reinforcement, vocal verbal operants, observational learning
 
87. The Effects of Peer Tutor Using Multiple Exemplar Instruction to Induce Bidirectional Naming
Area: DEV; Domain: Applied Research
Brittany Chiasson (Teachers College Columbia University), MANINDER VIRK (Teachers College Columbia University ), Patricia Elizabeth Cahill (Teachers College Columbia University ), Jennifer Weber (Teachers College, Columbia University)
Discussant: Jessica Singer-Dudek (Teachers College, Columbia University)
Abstract: Naming is a capability in which speaker and listener responses join together so the student can learn incidentally from naturally occurring environment experiences without direct instruction. This is an important capability because an individual is not truly verbal until listener and speaker responses join and it allows students to learn at an accelerated rate in the classroom, but some students do not have Naming. In this study, the researchers used a delayed multiple probe across participants design to evaluate the effects of peer tutors implementing multiple exemplar instruction (MEI) with listener and speaker responses to induce Naming across 4 participants. The researchers selected 2 confederate participants and trained them to peer tutor by delivering learn units and 4 target participants who received the MEI intervention from the confederate participants. The peer tutors implemented the intervention by rotating match, point- to, tact, and intraverbal response for a set of unknown stimuli for a total of 40 learn units per session. The dependent variable is the number of correct responses to point-to, tact and intraverbal responses. The preliminary findings showed that Naming for unfamiliar stimuli was induced for Participant 1 and Participant 4 with one intervention phase. The study is ongoing, and the researcher will evaluate the effects of the curriculum upon the completion of the study.
 
88. The Effects of an Accelerated Auditory Matching Procedure on the Echoic Responding of Preschool Students
Area: DEV; Domain: Applied Research
MARY KATHLEEN SHORT (Teachers College, Columbia University), Jessica SangEun Yoon (Gotham Children ), Enhea Oh (Teachers College, Columbia University)
Discussant: Jessica Singer-Dudek (Teachers College, Columbia University)
Abstract: We studied the effects of an accelerated auditory matching (AM) procedure on the echoic responding of 2 preschool students. We utilized a delayed multiple probe across participants design to measure the number of full, partial, and incorrect echoics emitted by the participants, as well as the number of correct syllables the participants emitted. We implemented the AM procedure using the “Sounds the same: an app to target listening and speaking clearly” iPad app to target the participants’ advanced phonemic discrimination. Our AM procedure was an accelerated version, compared to the original AM procedure, that required fewer responses in order for the participants to advance to the following phase of the intervention. The participants completed the advanced version of the app that increased in the length, complexity, and similarity of words, phrases, and sentences throughout the phases. We found that after implementing the AM procedure, the number of correct echoics (partial and full echoics) and the number of correct syllables emitted increased for both participants. These findings demonstrated a functional relationship between the implementation of the AM procedure and the number of correct echoics (partial and full) and correct syllables the participants emitted.
 
 

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