Title: Establishing a Beginner Listener Repertoire via Visual MatchtoSample Discrimination Training
1Establishing 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
2Introduction
- EIBI curricula adhere to a specific scope and
sequence - Attending
- Compliance
- Matching
- Imitation
- Listening
- Manding/Functional Communication
3Introduction
- 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
4Introduction
- 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
5Listener 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)
6Listener 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)
7Full 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)
8Hypothesis
- 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 learners
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)
9Established 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)
10Modified Match to Sample
11Target Repertoires to Induce Via Matching Protocol
12Participants
- 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)
13Method- 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
14Method- 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
15Mock Data Sheet
16Teaching
17Teaching
18Method- 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
19Participant 1
20Participant 2
21Participant 3
22Participant 4
23Participant 5
24Participant 6
25Participant 7
26Discussion
- 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
27Discussion
- 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