Association and Discrimination Learning

1. Association and Discrimination Learning Department of Behavior Analysis

2. Composite Emotional (Respondent) Behavior Component Component Composite Paired Associate and Discrimination Skills Strategies, & Rules Motor Skills Kinesthetic Repertoires Sequences & Algorithms Strategies Response Chains Concepts Principles (applying rules) Simple Responses Paired Associate Rules

3. Composite Emotional (Respondent) Behavior Component Component Composite Paired Associate and Discrimination Skills Strategies & Rules Motor Skills Kinesthetic Repertoires Sequences & Algorithms Strategies Response Chains Concepts Principles (applying rules) Simple Responses Paired Associate Rules

4. Two important questions… • Is the association useful? • Does the learner have to memorize the association? Department of Behavior Analysis

5. 2 types of association • One-way • Two-way Department of Behavior Analysis

6. Paired associate responding as intraverbal behavior • Verbal behavior under the control of preceding verbal stimuli with no formal correspondence between the two • Hear “two plus two”/ Say “four” • Hear “I pledge allegiance” / Say “to the flag” • See “Write your name” / Write name • Hear “Write your name” / Write name Department of Behavior Analysis

7. Your turn! • Generate an analysis of the associations one might teach a child with autism related to things’ names, features, functions, and classes. Be sure you identify the number of associations needed for each name as well as whether each association is 1-way or 2-way. Department of Behavior Analysis

9. picture name features function class Department of Behavior Analysis

10. Basic intraverbal associations for every noun • Hear name/Say features • Hear features/Say name • Hear one feature/Say names • Hear name/Say function • Hear functions/Say name • Hear one function/Say names • Hear name/Say class • Hear class/Say names • Hear function/Say class • Hear class/Say function • Hear feature/Say function • Hear function/Say features Department of Behavior Analysis

11. Your turn! • Given the associations you developed and we discussed, generate a scope and sequence chart to teach those associations. Begin your chart with the See picture/Say name skill. Department of Behavior Analysis

17. Video Example • Hear category/Say Items • Max (4 years old) • Kristin • 2 timings Department of Behavior Analysis

19. Multiple discriminations • Associations where discriminative stimuli share many (easily confused) features • Group easily confused stimuli together and teach them as a se Department of Behavior Analysis

20. Your turn! • Generate instructional sets for teaching See/Say alphabet letters. Which letters will you include in each set? How many instructional sets (or slices) will you have? • Generate instructional sets for teaching a child with autism to identify her family members from their pictures. Let’s assume her family includes a mother, father, sister, brother, a maternal grandmother, and two grandfathers. Department of Behavior Analysis

21. Chain and Sequence Learning Department of Behavior Analysis

22. Tonight’s homework • generate five examples each of one-way and two-way paired associate responses that many children with autism may need to learn and which are different from the examples Tiemann & Markle use in Chapter 2 (due tomorrow) • generate five examples of sets of stimuli among which a young child with autism may have difficulty discriminating. Bring these five sets to class in a format you can easily share with Michael and the other students (due tomorrow) • In-text questions, Analyzing Ch. 3, 4,5 • using the guidelines Tiemann & Markle lay out in appendix 3, complete analyses of three different chain tasks (due tomorrow) children with autism often need to learn; select one chain task from each of the following areas: • social skills • self-help skills • leisure skills • note: for each of the steps in at least one of your chain analyses, also list the Big 6+6 motor skills that are components for that step • once you have completed step analyses of three different chain tasks as described above, develop model analyses (due tomorrow) for each task (see pages 208-212 for example model analyses) • using the examples Tiemann & Markle provide you in appendix 5, construct flow charts (due tomorrow) showing the sequence of decisions and consequent operations involved in the following algorithmic tasks on which children with autism often require remedial instruction: • holding a conversation • using a microwave to heat a frozen meal Department of Behavior Analysis

23. Tonight’s readings • Tiemann, P.W. & Markle, S.M. (1990). Chain and sequence learning (chapter 3). Analyzing Instructional Content. Champaign, IL: Stipes Publishing Company • Tiemann, P.W. & Markle, S.M. (1990). Guidelines for Analysis of a Chain Task (appendix 3). Analyzing Instructional Content. Champaign, IL: Stipes Publishing Company • Tiemann, P.W. & Markle, S.M. (1990). Using a chain analysis to plan instruction (appendix 4). Analyzing Instructional Content. Champaign, IL: Stipes Publishing Company • Tiemann, P.W. & Markle, S.M. (1990). Examples of algorithm tasks in graphic form (appendix 5). Analyzing Instructional Content. Champaign, IL: Stipes Publishing Company Department of Behavior Analysis