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.

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47th Annual Convention; Online; 2021

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

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Symposium #211
CE Offered: BACB
Verbal Behavior Development Interacts With Learning Academic Functional Objectives
Sunday, May 30, 2021
10:00 AM–10:50 AM
Online
Area: DEV/EDC; Domain: Applied Research
Chair: Jo Ann Pereira Delgado (Teachers College, Columbia University)
Discussant: Grant Gautreaux (Nicholls State University)
CE Instructor: Jo Ann Pereira Delgado, Ph.D.
Abstract:

We present 2 papers that studied the relation of verbal development cusps on reading and math outcomes. The first paper tested the effects of Bidirectional Naming (BiN) on reading comprehension outcomes for first grade general education students in two experiments. The second paper studied the relation between Transformation of Stimulus Function (TSF) across saying and writing and the acquisition of math facts and math problem solving in middle school students across three experiments. In both papers, the presence of verbal behavior development cusps resulted in the advancement of academic repertoires for participants. These papers will be discussed in relation to the significance of BiN and TSF on academic outcomes for participants

Instruction Level: Intermediate
Target Audience:

Verbal Behavior Development BiDirectional Naming

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) assess Transformation of stimulus function across saying and writing for spelling; (2) identify students who require additional intervention to benefit from fluency training; (3) tact how the components of bidirectional naming relate to reading comprehension, (4) explain how individuals may acquire bidirectional naming and derived relations, and (5) know the educational significance of the acquisition of bidirectional naming for individuals with and without disabilities.
 
The Effects of the Establishment of Bidirectional Naming on Reading Comprehension for First Grade Students
LAUREN BALDONADO (Teachers College, Columbia University), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences)
Abstract: In 2 experiments, we studied the effects of the establishment of Bidirectional Naming (BiN) on reading comprehension for first-grade students. In Experiment 1, we measured the associations, differences, and predictive value between multiple measures of reading comprehension and BiN stimulus control in 22 first-grade students. BiN stimulus control was measured with familiar and unfamiliar stimuli and separated by degrees of Unidirectional Naming (UniN) and BiN. Measures of reading comprehension included the i-Ready® K-12 Adaptive Reading Diagnostic and Woodcock-Johnson® Tests of Achievement (WJIV). Results indicated significant correlations between degrees of UniN for unfamiliar stimuli and reading comprehension and demonstrated that degrees of BiN explained the highest proportion of variance for reading recall and vocabulary scores. In Experiment 2, we studied the effects of the establishment of BiN on reading comprehension in a single case, multiple probe design across dyads using (1) a read-do probe consisting of unfamiliar stimuli, (2) passage comprehension containing unfamiliar words, and (3) WJIV subtests as the dependent variables. Participants acquired BiN for unfamiliar stimuli through a novel experience, novel probe and novel experience repeated probe intervention. Results will be discussed in relation to the importance of BiN as a prerequisite for reading comprehension.
 
Transformation of Stimulus Function Across Math Operants for Middle School Students
YIFEI SUN (Teachers College, Columbia University), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences)
Abstract: In 3 experiments, we tested the effects of accuracy and fluency training of math facts on the accurate and fluent responding to word problems and vice versa. The participants of the study were 8 middle school students with various learning or intellectual disabilities aged from 11-14 years enrolled in a self-contained multi-grade classroom for experiments 1 and 2. All participants performed below grade level on numbers and operations related math tasks. Experiment 1 used a multiple probe design across dyads to test the effects of training of math facts with accuracy and fluency criterion on participants’ accuracy and rate of responding to word problems. Experiment 2 systematically replicated Experiment 1. Results showed functional relations for 4 of the 8 participants. Participants demonstrating effects also demonstrated transformation of stimulus function (TSF) across saying and writing. Three of the participants who did not demonstrate TSF during the first two experiments participated in Experiment 3. When TSF was established, all three participants demonstrated accurate and fluent responding to word problems after trained accurately and fluently responded to novel math facts, suggesting that speaker-as-own-listener behavior for while solving math problems plays a key role in the transformation of stimulus function among math operants.
 

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