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| Navigating the Spectrum of Verbal Behavior: An Analysis of Stimulus Control from Echolalia to Self-Management |
| Tuesday, June 1, 2010 |
| 12:00 PM–1:20 PM |
| Texas Ballroom Salon A (Grand Hyatt) |
| Area: EDC/VBC; Domain: Applied Behavior Analysis |
| Chair: Amoy Kito Hugh-Pennie (Hawthorne Country Day School) |
| Discussant: Amanda W. Doll (Hawthorne Country Day School) |
| Abstract: The purpose of this symposium is to discuss teaching tactics and strategies used to address students with varied levels of verbal behavior. The authors tested the effects of auditory stimulation, rapid rate of instruction and a MotivAider on the shift of stimulus control from: pre-listeners who were not under stimulus control for academic antecedents, Listeners for whom a shift in stimulus control from a third party to the individual and Speaker as Own Listeners shift in stimulus control from individual to a verbal audience. Additionally, a systematic replication of Hugh-Pennie, 2006 for which auditory consequences such as: music, the students own voice and a novel stimulus were applied to non-contextual repetitive speech (i.e. delayed echolalia/ palilalia) were further analyzed to test if stimulus control would transfer from the individual to a verbal audience. A MotivAider was used to transfer stimulus control from teacher prompts to the student receiving a reminder through the MotivAider to self manage his/ her own behavior. Rapid rate of instruction was a strategy used to transfer stimulus control from teacher dependent prompting procedures to the academic antecedents. The results of these instructional strategies will be discussed to help administrators and supervisors of behavior analytic schools to provide effective instructional strategies for more effective transfer of stimulus control across students with varied verbal behavior repertoires from third parties to the individual and individual to a verbal audience. |
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| The Effects of Auditory Stimulation on Noncontextual Repetitive Speech: Further Analysis |
| AMOY KITO HUGH-PENNIE (Hawthorne Country Day School) |
| Abstract: This study was a systematic replication of Hugh-Pennie, 2006 which tested the effects of auditory stimulation on noncontextual repetitive speech/ palilalia of children with autism spectrum disorder and other disabilities. The study is relevant to further determining underlying causes of non-contextual repetitive speech and developing teaching procedures to develop socially appropriate and functional verbal behavior for children who emit palilalia. The effects of auditory consequences were tested on 4 school-aged children; 2 male and 2 female, in a publicly funded private school in New York. The students ranged in ages from 5-10. The students were all diagnosed as children with autism spectrum disorder. All of the students’ emitted non-contextual repetitive speech (i.e. delayed echolalia or palilalia). Baseline data was taken on the number of mands, tacts, intraverbals, vocal stereotypy, and palilalia emmited during 10 minute 1:1, group, and play sessions. The results will help to determine if non-contextual repetitive speech can be shaped into socially appropriate vocalizations through the use of auditory consequences, such as: music, the students own voice, and a novel-stimuli. Finally, the original study found a transfer of stimulus control from self to a verbal audience. A further investigation of this transfer will be discussed. Data collection is ongoing. |
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| Why We All Say to Teach It Faster: Replicating Carnine, 1976 |
| RACHEL SGUEGLIA (Hawthorne Country Day School), Amanda W. Doll (Hawthorne Country Day School), Dana Logozio (Hawthorne Country Day School) |
| Abstract: Since Carnine, 1976, demonstrated that fast rates of teacher presentation were accompanied by reduced off-task behavior and more frequent correct answering, others have also encouraged teachers to present instruction faster. Precision Teachers (Lindsley, 1990; Binder, 1996) focus on fluency in tool skills and on rate goals for student behavior and doubling rates of student performance in particular. Other authors (e.g., Greer, 2002) have encouraged teachers to use rate criteria to ensure learners reach fluency on basic component skills. It has become de regeur in behavioral education to coach teachers to"teach it faster." However, few systematic replications of Carnine's results exist.This study seeks to replicate Carnine, 1976 with multiple learners. Data collection is
ongoing. |
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| Transfer of Stimulus Control From Third Party to Motivator |
| TINA MARIE COVINGTON (Hawthorne Country Day School), Julie A. Bates (Hawthorne Country Day School) |
| Abstract: The percentage of adults with disabilities that are not employed is 54.4%; however, if you are an adult with a severe disability that number increases to 69.3% (www.census.gov/prod/2008pub/pg 70-117). The significance of this statistic is staggering, and the expectation is that schools need to do a better job preparing these students for employment outside of the school setting. One important skill that students need to learn is to manage their own time. The present study will test the effects of using a MotivAider to increase student’s use of a daily schedule. Three high school students with autism will participate in this study. During baseline data will be collected on the student’s ability to correctly follow a daily schedule. During intervention, a MoivAider will be used to test the effects of accurately following the schedule. Results will be discussed. |
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