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| The Observational System of Instruction: The Effects of System-Wide and Component Implementation on the Emergence of Higher Order Verbal Repertoires |
| Tuesday, August 14, 2007 |
| 8:30 AM–9:50 AM |
| L4 Room 2 |
| Area: EDC; Domain: Applied Behavior Analysis |
| Chair: Grant Gautreaux (The Chicago School of Professional Psychology) |
| Abstract: We studied the effects of the implementation of components of the OSI and the entire system on the acquisition of higher order verbal operants such as naming, problem solving and the development and expansion of observational learning repertoires. We isolated components of the OSI to include peer tutoring, monitoring training and yoked contingencies. Four experiments incorporating a wide variety of settings a participants were conducted. The results are discussed in terms of the main dependent variables and the collateral effects of self-monitoring, listening, conversational units, approvals and disapprovals and responses to "wh" questions. |
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| A Peer Yoked Contingency's Effects on Observational Learning and Naming. |
| MINDY BUNYA ROTHSTEIN (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College and Graduate School), Grant Gautreaux (The Chicago School of Professional Psychology) |
| Abstract: The purpose of this study was to investigate the effects of a peer yoked contingency on the acquisition of naming and observational learning repertoires. Four male middle school participants were selected for this study. A delayed multiple probe design across participants was used to determine whether naming and observational learning would emerge as a result of a function of a peer yoked contingency. |
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| The Effects of the Components of OSI on Observational Learning, Naming, and Speaker and Listener Exchanges. |
| GRANT GAUTREAUX (The Chicago School of Professional Psychology), Darcy M. Walsh (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College and Graduate School) |
| Abstract: A multiple baseline with multiple probes design was used to test the effects of component implemention of the OSI on higher order verbal operants. Six middle school participants who lacked evidence of an observational learning repertoire were selected for the experiment. The results are discussed in terms of the acquisition of an observational learning repertoire, naming, sequelics and conversational units. |
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| Relations between Naming and Observational Learning. |
| DR. SHIRA A. ACKERMAN (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College and Graduate School) |
| Abstract: Two experiments were conducted to test the effects of 2 different observational learning methods on naming repertoires, observational learning and the acquisition of new operants. Through two exposures of group-oriented contingencies observational learning repertoires emerged for each participant. |
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| The Observational System of Instruction: Extending the Observational Repertoire to Address Complex Verbal Behavior. |
| GRANT GAUTREAUX (The Chicago School of Professional Psychology), R. Douglas Greer (Columbia University Teachers College and Graduate School) |
| Abstract: Recently, components of the Observational System of Instruction have been implemented and its effects tested on a variety of behaviors such as intraverbal responding, self-monitoring and direction following. Observational learning repertoires have been identified as a necessary component for success in the general education classroom. The importance of this research has implications for individuals who are at risk for entering special education and for those students returning to lesser restrictive environments. To extend this research, several experiments are reported here and the results are discussed in terms of implementing OSI as a classroom procedure as well the effectiveness of systematic component application. These procedures were used to test the effectiveness of the system (and it’s components) on higher order verbal operants such as problem solving, naming, and sophisticated content specific repertoires of middle school students who demonstrated little evidence of having an observational repertoire. |
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