1 / 27

Establishing a Beginner Listener Repertoire via Visual Match-to-Sample Discrimination Training

Establishing a Beginner Listener Repertoire via Visual Match-to-Sample Discrimination Training. Tiffany M. Bauer MA, BCBA Jessica Korneder MA, BCBA Sally D. Moore MA, BCBA Len Levin, PhD. Introduction. EIBI curricula adhere to a specific scope and sequence Attending Compliance Matching

bly
Download Presentation

Establishing a Beginner Listener Repertoire via Visual Match-to-Sample Discrimination Training

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Establishing a Beginner Listener Repertoire via Visual Match-to-Sample Discrimination Training Tiffany M. Bauer MA, BCBA Jessica Korneder MA, BCBA Sally D. Moore MA, BCBA Len Levin, PhD

  2. Introduction • EIBI curricula adhere to a specific scope and sequence • Attending • Compliance • Matching • Imitation • Listening • Manding/Functional Communication

  3. Introduction • More efficient ways to teach have been developed (i.e. Sidman with stimulus equivalence, and now more recently Greer and Ross) • With limited time and resources it is important to look at more efficient teaching in early intervention

  4. Introduction • Easier for young children with autism to learn tasks that incorporate a visual discriminative stimulus than it is for them to learn language comprehension tasks that do not incorporate visual cues • Greer and Ross (2008) describe a procedure to induce language comprehension or specifically, a listener component of naming repertoire

  5. Listener Component of Naming • Defined as “Learning to respond as a listener after incidentally hearing a word spoken by another person” (p. 99, Verbal Behavior Analysis)

  6. Listener Component of Naming “ If the child has the listener component of naming, they will point to the correct stimulus simply because they have heard the word during the matching instruction and not because they received direct instruction for the pointing response” (p. 93, Verbal Behavior Analysis)

  7. Full Naming “…capacity to acquire a tact (pure or impure) and a listener response by simply hearing another person tact a stimulus” (p. 149, Verbal Behavior Analysis)

  8. Hypothesis • The simultaneous presentation of a vocal sample (i.e., a tact) and visual sample as part of the discriminative stimulus in a visual, match-to-sample task will increase a learner’s acquisition of untaught receptive and tacting targets • “Once the child has the listener half of naming, they learning two responses for every one that you teach” (p. 109, Verbal Behavior Analysis)

  9. Established Matching Protocols “Student sits at the table and the teacher sits next to or across from Student. Place two objects on the table, spaced well apart from each other. Hand Student an object that matches one of the items on the table and say, “Put with same” (p. 165, Work In Progress)

  10. Modified Match to Sample

  11. Target Repertoires to Induce Via Matching Protocol

  12. Participants • Receiving in home EIBI • Age range: 2.0-2.11 years • At risk for Autism or developmental delays • Evidence of limited listener repertoire (e.g. routine instructions with cues)

  13. Method- General Procedure • Baseline all program targets (i.e. both listener and speaker components of naming) before opening matching program. • Implement protocol for all targets that were unknown. • After all targets are mastered via matching, repeat baseline

  14. Method- Teaching Steps 1. Teach 2-3 targets in each step (Field of 3-5)- increase field with mastered targets 2. Random rotate neat and messy array 3. Issue just the target label (e.g. “Cow”) as the SD -Do not use” match”, “put with same”, or any other Sd 4. Teach in standard format: Errorless - EC 5. Continue to randomly rotate with mastered targets throughout teaching

  15. Mock Data Sheet

  16. Teaching

  17. Teaching

  18. Method- Teaching Procedure • Do not pre-test out of the matching steps • Before moving on to the next teaching step run 40 trials (days do not matter) with 80% or higher average • Mastery Criterion: 80% or better across 40 trials

  19. Participant 1

  20. Participant 2

  21. Participant 3

  22. Participant 4

  23. Participant 5

  24. Participant 6

  25. Participant 7

  26. Discussion • Anecdotally we have had less success inducing the listener and naming response when matching was in maintenance versus matching in acquisition • When the child has an echoic repertoire there was more success in learning the tacts

  27. Discussion • Non-identical matching is standard in EIBI curriculum • Under what conditions do we utilize a label SD versus a “match” SD ? • Develop a decision tree to modify scope and sequence

More Related