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| The Effects of Observational Learning on Textual and Speaker Repertoires of Verbal Behavior |
| Tuesday, June 1, 2004 |
| 12:00 PM–1:20 PM |
| Clarendon |
| Area: EDC/VBC; Domain: Applied Research |
| Chair: Denise Ross (Teachers College, Columbia University) |
| Abstract: . |
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| Preschool Students with and without Observational Learning and Generative Verbal Behavior Repertoires |
| JEANNE MARIE SPECKMAN (Teachers College, Columbia University), Mapy Chavez Brown (Teachers College, Columbia University), Anjalee S. Nirgudkar (Teachers College, Columbia University), Lauren M. Stolfi (Teachers College, Columbia University) |
| Abstract: This study reports the generative behavior and observation learning repertoires for preschool students with disabilities. The PIRK (Preschool Inventory of Repertoires for Kindergarten), a criterion referenced assessment, was utilized to assess these repertoires. Ninety preschoolers with disabilities were assessed with high reliability three times during a nine-month period of the school year. Data were collected on observational learning and verbal behavior repertoires. The participants were enrolled in a CABAS (r) (Comprehensive Application of Behavior Analysis to Schooling) school located outside a major metropolitan area. The participants ranged in age from three to five years old and were of various levels of verbal behavior including listeners, speakers, speakers as own listeners, readers, writers, and self-editors. |
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| The Generalization and Collateral Effects of Verbally Governed Behavior in Mathematical Operations under Peer Tutoring Conditions |
| GRANT GAUTREAUX (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University) |
| Abstract: We used a peer tutoring model to compare the effects of teaching rules (say) and computation (do) of math operations on the tutor, tutee and observer and collateral effects associated with peer tutoring. The participants in this study were 8 male and 4 female middle school students. Instructional arrangements were designed to include a tutor, a tutee and an observer based on levels of verbal behavior. Instructional arrangements remained throughout the study. Targeted math operations involving specific rules were included. All students were probed on responses to tacting rules (say correspondence) as well as the computation (do correspondence) across three different sets of mathematical operations. Upon completion of the probes, Tutor A taught a specified set of rules to Tutee A in the presence of Observer A. Additional probes were then conducted to determine if the Tutor A and Observer A acquired the rules for set 1. Subsequently a final probe for set 1 was conducted to determine if Tutor A, Tutee A, or Observer A had acquired the computation correspondence. Probe data were highly reliable. Results were discussed in terms of the role of the student and accompanying level of verbal behavior regarding post-instructional probes of all participants. |
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| The Listener Role in Textual Responding |
| DANA VISALLI-GOLD (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University) |
| Abstract: This study measured the effects of two types of textual instruction on the comprehension of middle-school students without fluent reader repertoires. During baseline, vocal responses to comprehension questions presented by the teacher were measured and responding was low and stable. Using an alternating treatments design, comparisons between textual passages that were read aloud by the teacher and textual passages that were read aloud by the student were made. Interobserver agreement data were high. Results showed that textual passages read by the teacher to the student resulted in a greater number of correct responses to comprehension questions. |
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| Observational Learning of Sequelics and Conversational Units as a Result of Verbal Emersion |
| JANET C. SOLORZANO-CORREIA (Teachers College, Columbia University), Robin Nuzzolo (Teachers College, Columbia University) |
| Abstract: This experiment tested the effects of introducing a verbal emersion tactic for a five-year old male with autism (Student A) on the observational acquisition of sequelics and conversational units of a 5 year old (Student B) confederate peer. Baseline data showed that both students emitted zero sequelics and conversational units in a "free play" setting. A verbal emersion tactic was implemented for Student A, while Student B remained in baseline conditions. As a result, the number of sequelics and conversational units increased significantly not only for Student A who directly received the independent variable, but for Student B who observed his peer receiving the verbal emersion learn units. Interobserver agreement data were high. Results will be discussed in term of verbal behavior and observational learning. |
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