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| Investigating Instructional Practices to Accelerate Learning |
| Saturday, May 28, 2022 |
| 11:00 AM–11:50 AM |
| Meeting Level 1; Room 102A |
| Area: DEV/TBA; Domain: Applied Research |
| Chair: JeanneMarie Speckman (Fred S. Keller School Teachers College Columbia University) |
| Discussant: Jennifer Longano (Fred S. Keller School; Teachers College Columbia University) |
| CE Instructor: JeanneMarie Speckman, Ph.D. |
| Abstract: We report on several procedures that were tested to determine their effects on preschool students' rate of learning. In the first study, we compared two types of data analyses to determine which led to faster rates of acquisition of new operants by preschool students with disabilities. In the second study we investigated the effects of two verbal developmental protocols on foundational verbal cusps. We tested the effects of a stimulus- stimulus pairing procedure on preschool students' echoic responses, and we tested the effects of an IPAD based voice conditioning procedure on the observing responses and listener responses of pre-verbal preschoolers. The authors will present the results and discuss the efficiency of the teaching procedrues. |
| Instruction Level: Intermediate |
| Target Audience: Attendees should have a working knowledge of the verbal behavior about the science, advanced repertoires in working with children with disabilities, advanced knowledge of tactics and procedures used with students with Autism and other developmental delays. |
| Learning Objectives: (1) Describe the stimulus-stimulus pairing procedure
(2) List the necessary dependent variables to determine if voices are conditioned as reinforcing stimuli
(3) Describe the difference between set analysis and operant analysis |
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| Investigating the Effects of Foundational Verbal Developmental Protocols on Early Listener and Speaker Repertoires |
| JEANNEMARIE SPECKMAN (Fred S. Keller School Teachers College Columbia University), Katherine Loomis (Fred S. Keller School; Teachers College Columbia University), Lin Du (Teachers College, Columbia University) |
| Abstract: We report on two protocols designed to induce foundational verbal developmental cusps in preschoolers with disabilities. The first was a stimulus-stimulus pairing procedure that was implemented with children who did not have echoic, tact or mand repertoires. A multiple baseline across students was used to determine the effects of the stimulus-stimulus pairing on student echoic responses. The second protocol on which we are reporting was an IPAD based voice conditioning procedure. We looked at three dependent measures for effects of this protocol: 1) students’ observing responses to adult voices, 2) students’ orienting responses towards adults telling a story without a book and 3) rate of learning for listener programs as measured by learn units to criterion. For this study we used a pre- and post- probe design with repeated measures across students. The results of both studies will be discussed in terms of how changing the reinforcing properties of stimuli affect student learning. Data are in progress. |
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A Comparison of Set Analysis and Operant Analysis in Tact Learning for Children With Developmental Disabilities |
| LIN DU (Teachers College, Columbia University), JeanneMarie Speckman (Fred S. Keller School Teachers College Columbia University), Daniel Mark Fienup (Teachers College, Columbia University) |
| Abstract: The current study aimed to extend the existing research (e.g., Wong et al, 2021) by applying the two conditions to tact instruction for preschoolers. The study compared the efficiency of set analysis (SA) and operant analysis (OA) during tact instruction for four preschool boys. The participants were diagnosed with preschoolers with a disability and functioned at varied verbal behavior levels. We applied the criterion level (100% one session) and the decision analysis (e.g., two sessions of zero correct responses leads to a stop decision and an added tactic) to the set level (SA) and the operant level (OA) during the two conditions. We measured the participants’ number of mastered targets and the number of learn units to criterion under the two conditions. We would also assess the participants’ maintenance of the tacts four weeks after they show mastery of all the tacts. An adapted alternating treatment design was used to compare two interventions. Our results so far showed that most participants demonstrated a faster learning rate in the OA condition. However, the discrepancy between the two conditions was not dramatic. The study is still ongoing. |
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