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.


11th International Conference; Dublin, Ireland; 2022

Event Details

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Poster Session #74
VRB Poster Session
Friday, September 2, 2022
5:45 PM–7:45 PM
Ground Level; Forum
81. Teaching Receptive Vocabulary Using a Matching to Sample Procedure to Children With Autism Spectrum Disorder and/or Developmental Disability
Area: VRB; Domain: Applied Research
DEIRDRE M. MULDOON (The College of Saint Rose, Albany)

Teaching receptive language is often overlooked in applied studies in speech pathology. This multiple baseline, single case experimental design (SCED) study attempted to address this concern by teaching receptive vocabulary using a matching to sample (MtS) procedure (matching objects to pictures) to three preschool children with autism spectrum disorder (ASD) and/or developmental disability (DD). An additional purpose of the study was to investigate if teaching using MtS generalized to receptive identification of non-identical pictures. Social validity was increased by completing the study at a preschool, with vocabulary taught by the local speech pathologist. Results indicate that all children learned to match the objects. At the time of submission, one child had learned to match identical and non-identical pictures, and identify the objects in the absence of pictures. He also began to label the objects, without direct teaching. The other participants are continuing in the study and data collection is not yet complete.

82. Piloting an Assessment and Training Protocol for Temporal Relational Responding in Young Children
Area: VRB; Domain: Applied Research
JACOB NEUFELD (National University of Ireland, Galway), Ian T. Stewart (National University of Ireland, Galway)

Temporal relational responding involves responding to how events are related in time (e.g., if A comes before B, then B comes after A). This skill is important to performance in everyday life situations (e.g. sequencing events, planning, talking about the past or future). The present research assessed and trained temporal relational responding in children. Study 1 was a correlational study in which twenty-five 3-8-year-old typically developing children were assessed on temporal relational responding tasks of increasing levels of complexity. Results showed (i) a correlation between temporal relational responding and age and (ii) that arbitrary “after” trials were more difficult than arbitrary “before” trials. Study 2 was a non-concurrent multiple baseline study, focused on training temporal relational framing in two 6-year-olds using multiple exemplar training (MET). Both participants demonstrated temporal relational responding during training and passed generalization tests. This research provides initial data on acquisition of temporal relations in young children and suggests that MET can be used to train this skill.

83. Understanding the Motivating Operation Beyond the Mand: The Influence of Antecedent Manipulations on Tact Behavior
Area: VRB; Domain: Applied Research
CHRISTINA BAROSKY (Bierman Autism Centers)
Abstract: The analysis of verbal behavior has had a large impact on the way services are delivered to children with autism. Skinner (1957) identified the mand as the only verbal operant that is controlled by a motivating operation. While a pure mand is controlled by a motivating operation in the natural environment, motivating operations are often manipulated during instruction to contrive learning opportunities across all verbal operants. When designing instruction behavior analysts are trained to teach for generalization, but at times not all skills learned in the teaching setting transfer to the natural setting. This can result in children with autism lacking the use of spontaneous language even though they have acquired tacts in their instructional setting. Research was conducted on the manipulation of antecedents, specifically the novelty of the items, preference of items, and use of cues from an adult. The results demonstrated a effect on tacts emitted by both children with autism and typically developing children, with more variability of responding in children with autism. This suggests that motivating operations may influence tacts emitted outside of teaching environments



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