Establishing a Beginner Listener Repertoire via Visual MatchtoSample Discrimination Training - PowerPoint PPT Presentation

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Establishing a Beginner Listener Repertoire via Visual MatchtoSample Discrimination Training

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Len Levin, PhD. Introduction. EIBI curricula adhere to a specific scope and sequence ... Easier for young children with autism to learn tasks that incorporate a visual ... – PowerPoint PPT presentation

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Title: Establishing a Beginner Listener Repertoire via Visual MatchtoSample Discrimination Training


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 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)

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
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