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Association for Behavior Analysis International

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42nd Annual Convention; Downtown Chicago, IL; 2016

Event Details

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Symposium #486
CE Offered: BACB
Effects of Behavioral Interventions on Core Academic Subject Areas: Analogical Reading Comprehension and Mathematic Skills
Tuesday, May 31, 2016
2:00 PM–2:50 PM
Regency Ballroom C, Hyatt Regency, Gold West
Area: EDC/VRB
CE Instructor: Jinhyeok Choi, Ph.D.
Chair: Jinhyeok Choi (Pusan National University)
Discussant: Hye-Suk Lee Park (Seoul Municipal Children's Hospital)
Abstract: In 2 experiments, the researchers showed the effects of behavioral interventions on core-subject areas: reading and mathematics. The first study demonstrated the effects of the direct teaching intervention for three analogical relations (i.e., category and instance, synonym, & antonym) on the emergence of untaught analogical word relations after reading a paragraph. The independent variable of this study was the completion of the direct teaching intervention in which the participants were taught three analogical relations (i.e., category and instance, synonym, & antonym) separatedly using pre-developed analogy worksheets. Results demonstrated that the direct teaching intervention for three analogical relations was effective to improve basic reading comprehension and understand the analogical relationships between words. The second study showed the effects of video self-modeling using a tablet PC on the math word problem solving for a student with autism spectrum disorder. The dependent variable of this study was the percentage of correct responses on the math word problem worksheets which was pre-developed based on the Korean National Special Education Curriculum. During the intervention phases, the participant was required to watch video files on the tablet PC which showed he solved math word problems by sequential steps. The results indicated that the video self-modeling intervention significantly increased the percentage of correct responses to the math word problems for all addition, subtraction, and multiplication.
Keyword(s): analogy, mathematics, reading comprehension, verbal behavior
Effects of Direct Teaching Intervention for Three Analogical Relations on Basic Reading Comprehension
Jinhyeok Choi (Pusan National University), Jisoo Park (Jurye Middle School), YOON SEON HAN (Pusan National University)
Abstract: We tested the effects of the direct teaching intervention for three analogical relations (i.e., category and instance, synonym, & antonym) on the emergence of untaught analogical word relations after reading a paragraph. Two middle school students participated in this study, who were diagnosed with an intellectual disability. The independent variable of this study was the completion of the direct teaching intervention in which the participants were taught three analogical relations (i.e., category and instance, synonym, & antonym) separatedly using pre-developed analogy worksheets. An intervention session consisted of (a) teacher’s brief lecture, (b) participant’s written responses to the analogy worksheet, and (c) teacher’s feedbacks (e.g., reinforcement and correction procedures) on participant’s responses. The intervention sessions were run two or three times a week for 45 min for approximately three months. The dependent variables were the percentage of correct responses to (a) the probe worksheets which were conducted prior to and after the direct teaching intervention, and (b) practice tests which were conducted in the middle of the intervention phase. An multiple probe design across participants was employed to identify a functional relationship between the dependent and independent variables. Results demonstrated that the direct teaching intervention for three analogical relations was effective to improve basic reading comprehension and understand the analogical relationships between words.
The Effects of Video Self-Modeling Procedure Using a Smart Device on the Math Word Problem Solving
Jinhyeok Choi (Pusan National University), ILSOO KIM (Busan Yeongseon Middle School)
Abstract: The purpose of the present study was to analyze the effects of video self-modeling using a tablet PC on the math word problem solving for a student with autism spectrum disorder. A middle school male student participated in this study. He was a 7th grader diagnosed with autism spectrum disorder. A time-delayed multiple base design across behaviors was employed to identify a potential functional relationship between dependent and independent variables. The dependent variable of this study was the percentage of correct responses on the math word problem worksheets which was pre-developed based on the Korean National Special Education Curriculum. The researchers implemented a video self-modeling as a primary independent variable. During the intervention phases, the participant was required to watch video files on the tablet PC which showed he solved math word problems by sequential steps. Then, he was to solve the math word problems on the worksheets. As subsequent phases progressed, we gradually faded out the opportunities with which the participant was able to watch the video. The research indicated that the video self-modeling intervention significantly increased the percentage of correct responses to the math word problems for all addition, subtraction, and multiplication.
 

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