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| Effective Tactics and Protocols for Establishing Speaking, Reading, Writing, and Observational Learning Repertoires |
| Sunday, May 25, 2008 |
| 10:30 AM–11:50 AM |
| Williford C |
| Area: EDC; Domain: Applied Research |
| Chair: Jessica Singer-Dudek (Columbia University Teachers College & CABAS) |
| Abstract: This symposium will present four papers, each devoted to the establishment of new repertories, and in some cases, new verbal capabilities. The first paper will cover several successful tactics and protocols for improving the writing and spelling skills of middle school students. The second paper will present successful protocols for improving the reading skills of middle school students. The third paper will cover tactics and protocols for increasing speaker/listener exchanges and social listener reinforcement with both preschoolers and middle school students. The fourth paper will outline successful procedures for establishing an observational learning repertoire as well as provide further research on the acquisition of conditioned reinforcement through observation. |
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| Tactics and Protocols to Improve the Writing Skills of Middle School Students. |
| TSAMBIKA FAS (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College), Yasmin J. Helou-Care (Columbia University Teachers College), Joan A. Broto (Columbia University Teachers College) |
| Abstract: This paper will provide an overview of the procedures and results of successful protocols and tactics to improve both the technical and aesthetic writing skills, including spelling and the use of similes and metaphors, of middle school students. Protocols and tactics include Writer Immersion, Multiple Exemplar Instruction, the use of Peer Readers, and Phonetic Spelling Instruction. |
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| Tactics and Protocols to Improve the Reading Skills of Middle School Students. |
| JOAN A. BROTO (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College), Darcy M. Walsh (Columbia University Teachers College), Tsambika Fas (Columbia University Teachers College), Yasmin J. Helou-Care (Columbia University Teachers College) |
| Abstract: This paper will provide an overview of the procedures and results of successful protocols to improve the reading skills, including textual responding, reading rate, reading comprehension, and abstraction, of middle schools students. Studies include the effects of teaching phonemes and phonemic blends to a rate criterion on the abstraction of words from the phonemes taught, the effects Multiple Exemplar Instruction on the acquisition of vocabulary words, and the effects of a Naming repertoire on correct responses to reading comprehension questions. |
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| Protocols to Increase Speaker/Listener Exchanges and Listener Repertoires. |
| YASMIN J. HELOU-CARE (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College), Darcy M. Walsh (Columbia University Teachers College), Tsambika Fas (Columbia University Teachers College), Joan A. Broto (Columbia University Teachers College) |
| Abstract: This paper will provide an overview of successful procedures for increasing both the social and academic listener repertoires of middle school and preschool students who lacked such listener skills. Specifically, intensive tact instruction and the use of an observational training procedure were effective in increasing listener repertoires. In addition, the effects of a Naming repertoire on learning from lecture material as well as 2- and 3-dimensional stimuli will be presented. |
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| Protocols for Establishing an Observational Learning Repertoire and Conditioning Reinforcement through Observation. |
| DARCY M. WALSH (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College), Jessica Singer-Dudek (Columbia University Teachers College), Mara Katra Oblak (Columbia University), Jeannine E. Schmelzkopf (Columbia University Teachers College), Michelle L. Zrinzo (Columbia University Teachers College) |
| Abstract: This paper will provide an overview of the Observational System of Instruction as well as provide details on the effects of a yoked contingency game board and the use of a peer monitoring procedure on the acquisition of an observational learning capability. Additionally, the effects of an observational intervention on the emergence of conditioned reinforcement will be presented. |
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