A Decision Analysis Review of tacts trees

1. A Decision Analysis Review of tacts trees Emily Stretton Jigsaw CABAS® School, Cranleigh, Surrey Nicholls State University, Louisiana

2. Abstract • This study examined a programme set up to teach the participant to tact trees. The participant was a thirteen year old male with a diagnosis of Autism Spectrum Disorder. The learn unit, systematic fade of a text prompt and MEI were tactics used to help the participant reach the learning objectives. All of the decisions made were made using the decision protocol.

3. Literature Review Summary • Learn units were used for all instruction in the programme. • The learn unit consists of three components; the presentation of the stimulus discriminative by the teacher, the response of the student and the behavior of the teacher based on the pupils response. If the pupil response is correct then positive reinforcement must occur, if the pupil’s response if incorrect then a correction must be given by the teacher. The pupil must take part in this correction. The interaction that occurs during the learn unit can be measured, recorded and graphed. Student learning must occur for the learn unit to be considered present. (Greer & McDonough, 1999) • Teacher Performance Rate and Accuracy (TPRA’s) were used to check teacher accuracy in this programme. • TPRA’s involve the simultaneous collection of data regarding student responses and teacher behavior in a program by a supervisor (Ingham & Greer, 1992). Ingham & Greer (1992) found that teachers performance was improved by the use TPRA’s which led to improvements in student performance. This improvement in teacher performance then generalized to the rest of the day following the the use of TPRA’s.

4. The data in this programme were graphed according to the Decision Protocol procedure. • The decision protocol procedure is a rule governed algorithm which dictates to the teacher when decisions should be made regarding the students progress in a programme. Problems in learning are identified so that researched tactics are applied. The learn unit should be analyzed in context so it can be identified whether the problem is in the antecedent, response or consequence and tactics can be implemented accordingly. (Keohane & Greer, 2005). Keohane & Greer (2005) found that when the Decision Protocol procedure was used, significantly more learning objectives were achieved by students. • A systematic fade of a text prompt was used in this programme in order to help the student reach the learning objective. • Finkel & Williams (2001) compared the use of echoic and textual prompts on the acquisition of responses to intraverbal questions for a six year old male with autism. The prompts were systematically faded. Both echoic and textual prompts were found to be effective but the results suggested that text prompts were more effective. This was supported by Vedora, Meunier &Mackay (2009) who also found that text prompts were more effective than echoic prompts. • It is important for prompts to be faded as children with autism can become dependent on prompts. (Finkel & Williams, 2001). • Multiple Exemplar Instruction (MEI) was also used in this programme in order to help the student reach the learning objective. • MEI is used in order to ensure that stimulus control is achieved. It involves the use of a variety of response topographies and response forms during instruction. (Cooper, Heron & Heward, 2007).

5. Dunlap & Koegel (1980) examined the effectiveness of using a constant task condition and a varied task condition on responses in a discrimination task. The constant task condition involved a single task being presented throughout the session whereas in the varied task condition the task was interspersed with other tasks from the curriculum. In the varied task condition, response rates were more stable and the number of correct responses increased, compared to the constant task condition during which the number of correct responses declined. This suggests the importance of varying the tasks completed by the child such as in MEI. • Greer, Stolfi & Pistoljevic (2007) found multiple exemplar instruction to be more effective than singular exemplar instruction on the emergence of untaught mands and tacts, this is also known as naming. Following MEI participants were able to demonstrate naming whereas those who had only had singular exemplar instruction naming was not present until they were given multiple exemplar instruction. • Hughes, Harmer & Killian (1995) also found multiple exemplar instruction to be effective in increasing four students with disabilities conversational interactions. MEI was delivered by peers without disabilities and all participants conversational interactions were reported as improved by others following MEI training. • Generalization and maintenance of skills has also been found to be higher following multiple exemplar instruction. (Granzin & Carnine, 1977 as cited in Greer, Yaun & Gautreaux, 2005).

6. Method • The participant was a thirteen year old boy with a diagnosis of autism spectrum disorder. He was a speaker, listener and an emergent reader and writer. (Greer & Keohane, 2006) • The first phase of the programme was a probe of the long term objective x3 for each target. The participant was required to tact the names of trees using 2D resources. The participant scored zero first time so a decision was made and the next STO written. • The second phase of the programme consisted of targeting the participant tacting oak tree and palm tree. The participant was presented with 2D pictures of the targets and was required to tact their names. The learn unit was the only tactic used in this phase and it was not successful as the participant was unable to consistently use the correct names for the trees so a no trend was tacted and a decision was made. • The next phase of the programmed consisted of targeting oak tree and palm tree using a systematic fade of a text prompt for each target. The STO was run in blocks of 40 and graphed separately for each target. This tactic was successful for palm tree and the participant reached criterion. Criterion was tacted for palm tree and a new STO was written.

7. The next phase consisted of a continuation of a systematic fade of a text prompt for oak tree. Palm tree was interspersed and the data was put into probes. This tactic was successful and the participant reached criterion. Criterion was tacted and a decision was made and the next STO was written. • The next phase targeted the participant tacting maple tree and fir tree. The participant was presented was 2D pictures of the trees. The learn unit was the only tactic used in this phase, after three stable data paths an ascend was tacted but following the next three data paths, the tactic was considered to be unsuccesful. A second level decision was made as the participant was just alternating each response and a new STO was written. • The next phase targeted the participant tacting maple tree, fir tree and mastered. The learn unit was the only tactic used and it was unsuccessful, a no trend was tacted and a decision was made. • The next phase targeted all targets using MEI. The participant was required to match, point and tact each target. This tactic was successful and the participant reached criterion. • The final phase probed the LTO for each target. The participant scored 100% first time and the LTO was considered to be met.

8. Figure 1. Tact trees for Danny showing the number of correct responses to learn units.

9. Phase 4, The learn unit, systematic fade of a text prompt Phase 7 The learn unit, MEI Phase 1 The learn unit Phase 2 The learn unit Phase 3 The learn unit, systematic fade of a text prompt Phase 5 The learn unit Phase 6 The learn unit Phase 8 The learn unit Number of correct responses to learn units = oak Sessions Figure 1. = palm

10. Teacher Decision Opportunities Date of Review: 5/27/12- 6/3/12 Pupil: Danny Programme:Tacts trees Decision Rationale: Phase # 1 • Opportunities The first opportunity occurred after one data point, when a probe was tacted. The pupil achieved zero first time so a decision was made to target two of the targets in the long term objective. B)Strategic Questions N/A C) Related Tactics The learn unit. D) VB Level This section is contingency shaped

11. Teacher Decision Opportunities Phase # 2 A) Opportunities The first opportunity for a decision occurred after five data paths, when a no trend was tacted. Data was variable and ranged between eleven and sixteen. B) Strategic Questions The problem was tacted as being in the antecedent. The pupil was not tacting the correct tree name when presented with the stimuli so a systematic fade of a text prompt of the name of the tree was implemented for the next phase. C) Related Tactics The learn unit. D) VB Level This section is verbally mediated.

12. Teacher Decision Opportunities Phase # 3 A) Opportunities The first opportunity for a decision occurred after two data paths, when a criterion was tacted for palm tree. Data was variable and ranged between sixteen and seventeen. B) Strategic Questions N/A C) Related Tactics The learn unit and systematic fade of a text prompt. D) VB Level This section is contingency shaped.

13. Teacher Decision Opportunities Phase # 4 A) Opportunities The first opportunity for a decision occurred after four data paths, when a criterion was tacted for oak tree. Data was variable and ranged between thirteen and seventeen. B) Strategic Questions N/A C) Related Tactics The learn unit and systematic fade of a text prompt. D) VB Level This section is contingency shaped.

14. Teacher Decision Opportunities Phase # 5 A) Opportunities The first opportunity for a decision occurred after three data paths, when an ascend was tacted. Data was stable and ranged between eight and eighteen. The second decision opportunity occurred after three data paths when a second level decision was tacted. Data was was variable and ranged from thirteen to eighteen. B) Strategic Questions The problem was tacted as being in the antecedent. The pupil was alternating responses between the targets being presented so mastered targets were also targeted in the next phase. C) Related Tactics The learn unit. D) VB Level This section is verbally mediated.

15. Teacher Decision Opportunities Phase # 6 A) Opportunities The first opportunity for a decision occurred after five data paths, when a no trend was tacted. Data was variable and ranged between eight and fourteen. B) Strategic Questions The problem was tacted as being in the antecedent. The participant was not tacting the names of the trees correctly, including those which were previously mastered so MEI was implemented for all targets. C) Related Tactics The learn unit. D) VB Level This section is verbally mediated.

16. Teacher Decision Opportunities Phase # 7 A) Opportunities The first opportunity for a decision occurred after two data paths, when criterion was tacted. B) Strategic Questions N/A C) Related Tactics The learn unit and MEI. D) VB Level This section is contingency shaped.

17. Teacher Decision Opportunities Phase # 8 A) Opportunities The first opportunity for a decision occurred after one data point. when a probe was tacted. The participant scored 100% first time so the long term objective was considered to have been met. B) Strategic Questions N/A C) Related Tactics The learn unit. D) VB Level This section is contingency shaped.

18. Discussion • The use of a systematic fade of a text prompt was successful in helping the participant reach the short term learning objective. However, it was not maintained. • This suggests that a systematic fade of a text prompt is a useful tactic in helping students reach short term objectives. • MEI was successful in helping the child reach the learning objective and maintain it in the short term. A further probe would have to be carried out to see if they maintained this in the long term. • This suggests that MEI is a useful tactic in helping students reach their learning objectives.

19. References Cooper, J.O., Heron, T.E. & Heward, W.L. Applied Behavior Analysis. (2nd ed.). New Jersey: Pearson Education International. Dunlap, G. & Koegel, R.L. (1980). Motivating Autistic children through stimulus variation. Journal of Applied Behavior Analysis, 13(4), 619-627. Finkel A.S. & Williams R.L. (2001). A comparison of textual and echoic prompts on the acquisition or intraverbal behavior in a six-year-old boy with autism. The Analysis of Verbal Behavior, 18, 61–70 Greer, R.D. & McDonough, S.H. (1999). Is the learn unit a fundamental measure of pedagogy? The Behavior Analyst, 22, 5-16. Greer, R.D. & Keohane, D. (2006). The evolution of verbal behavior in children. The Journal of Speech-language Pathology and Applied Behavior Analysis, 1(2), 111-140. Greer, R.D., Stolfi, L. & Pistoljevic, N. (2007). Emergence of Naming in Preschoolers: A Comparison of Multiple and Single Exemplar Instruction. European Journal of Behavior Analysis, 8(2), 109-131. Greer, R.D., Yaun, L., Gautreaux, G. (2005). Novel Dictation and Intraverbal Responses as a Function of Multiple Exemplar Instructional History. The Analysis of Verbal Behavior, 21(1), 99-116. Hughes, C., Harmer, M.L., Killian, D.J. & Niarhos, F. (1995). The Effects of Multiple Exemplar Self Instructional Training on High School Students’ Generalized Conversational Interactions. Journal of Applied Behavior Analysis, 28(2), 201-218. Ingham, P. & Greer, R.D. (1992). Changes in student and teacher responses in observed and generalized settings as a function of supervisor observations. Journal of Applied Behavior Analysts, 25, 153-164. Keohane, D. & Greer, R.D. (2005). Teachers use of verbally governed algorithm and student learning. Journal of Behavioral and Consultation Therapy, 1(3), 249-259. Vedora, J., Meunier, L. & Mackay, H. (2009). Teaching intraverbal behavior to children with autism: A comparison of textual and echoic prompts. The Analysis of Verbal Behavior, 25(1), 79-86.