Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


47th Annual Convention; Online; 2021

All times listed are Eastern time (GMT-4 at the time of the convention in May).

Event Details

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Symposium #158
CE Offered: BACB
Behavioral Development Special Interest Group (DEV SIG) Graduate Student Research Award Presentations
Saturday, May 29, 2021
6:00 PM–6:50 PM
Area: DEV; Domain: Applied Research
Chair: JeanneMarie Speckman (Fred S. Keller School Teachers College Columbia University)
Discussant: Jennifer Longano (Fred S. Keller School)
CE Instructor: JeanneMarie Speckman, Ph.D.
Abstract: Two of the three recipients of the DEV SIG research award will present their studies in this symposium. The first study, by award recipient Francis Hwang-Nesbit, focuses on interventions for establishing the necessary stimulus control for various degrees of Naming. The second paper, by award recipient Maninder Virk, focuses on the effectiveness of parent training during telehealth sessions on student outcomes. The third award recipient, Hung Chang, is presenting his research, “The Effects of the Observational Procedure on Conditioned Reinforcement for Books for Preschoolers with and without Disabilities” as part of another symposium.
Instruction Level: Basic
Keyword(s): Behavioral Development, Bidirectional Naming, Parent Education, Student Research
Target Audience: Basic
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Define Bidirectional Naming and the degrees of BiN 2. State two different interventions for establishing the cusp of Bidirectional Naming 3. Describe procedures for training parents to provide effectively deliver instruction to their children at home during Telehealth sessions.
Comparing Two Interventions on Establishing Multiple Stimulus Control
FRANCIS HWANG-NESBIT (Teacher College, Columbia University), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences), Jennifer Weber (Teachers College, Columbia University)
Abstract: The researcher conducted 2 experiments to compare the effects of 2 different interventions on inducing bidirectional naming (BiN) in elementary school students. BiN is a verbal behavior cusp and a capability that allows one to acquire language incidentally as the stimulus control shifts due to the learned reinforcement of the correspondence between visual and auditory stimuli. In Experiment 1, the researcher used a multiple probe design across participants demonstrating no-incidental naming (NiN) or unidirectional naming (UniN), who were paired into dyads based on their level of BiN. The independent variables were a curricular-based intervention utilizing speaker responses, targeting mathematics and reading objectives, and picture-based Repeated Novel Naming Experience (RNNE) with abstract pictures not related to academic objectives. The results showed students’ demonstration of BiN or an increased accurate listener and speaker responses in probes following the intervention. In Experiment 2, the researcher used a single-case simultaneous treatment design with nested multiple probe design across 8 prekindergarten participants demonstrating UniN. The primary dependent variable was the degree of stimulus control for UniN and BiN across three levels of complexity. The secondary dependent variables were the number of learn units to criterion across reading and math curricula and the number of unconsequated correct responses to post-unit tests following the conclusion of intervention. The independent variables were identical to those of Experiment 1. Experiment 2 is currently ongoing.
The Effects of Parent Training During Telehealth Sessions on the Students’ Rate of Learning and Parents’ Delivery of Accurate Instruction
MANINDER VIRK (Teachers College Columbia University), Lin Du (Teachers College, Columbia University)
Abstract: Due to the current unprecedented times of COVID-19, students are attending school through telehealth or hybrid methods that involve less contact time with teachers. It has become important to find alternative modes of delivering instruction to preschoolers with disabilities to ensure they receive additional learning opportunities. Training parents to deliver effective instruction may be effective in increasing students' number of correct responses and the efficacy of telehealth sessions. In this study, the researchers use a multiple baseline design across participants to evaluate the effects of a parent education and training intervention during 30 min daily telehealth sessions on the percentage of correct learn units delivered by the parent, number of learn units delivered during a session and the students' learning unit to criterion. The intervention package included written instructions delivered to parents, video modeling and Parent Performance Rate of Accuracy. The researchers selected four parent-child dyads . The study is currently in progress. Dyad 1 and 2 have entered intervention conditions. It is important to complete this study to demonstrate if parent education and parent training sessions are effective in increasing students' number of correct responses and increasing the number of learn units delivered in a telehealth session. The findings of these studies could contribute to the efficacy of parent education and parent training packages on student learning through telehealth sessions.



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