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| Recent Advancements to Increase Complex Verbal Repertoires |
| Monday, May 26, 2025 |
| 5:00 PM–5:50 PM |
| Marriott Marquis, M2 Level, Marquis Salon 6 |
| Area: VBC; Domain: Applied Research |
| Chair: Juliet Grillo (Brooklyn Autism Center) |
| CE Instructor: Juliet Grillo, M.S. |
| Abstract: This symposium seeks to discuss the efficacy of different teaching procedures to increase complex verbal repertoires across three research studies. The purpose of the first study was to extend Jennings et al. (2023) by comparing the training of component skills (multiple tact, multiple listener, intraverbal categorization, listener compound discrimination) consecutively or a subset of components skills trained simultaneously on the emergence of convergent intraverbals. The second study describes the findings of recent comparison studies on optimal Differential Observing Response (DOR) arrangements for children exhibiting reading deficits. Implications for DOR arrangements to foster coherent stimulus control topographies and methods to individualize reading interventions will be discussed. The final study compares the effectiveness and efficiency of two different training procedures used in matrix training to produce recombination generalization for three children with ASD. A concurrent-operant arrangement procedure was also conducted to determine if participants preferred either teaching procedure. All studies emphasize the implications of their findings and the need for further research in the field of verbal behavior. |
| Instruction Level: Intermediate |
| Keyword(s): component skills, matrix training, reading deficits, verbal behavior |
| Target Audience: Participants should have a basic understanding of verbal operants and teaching procedures to increase verbal repertoires. |
Learning Objectives: 1. state the four component skills that may be necessary for convergent intraverbals to emerge.
2. Define a differential observing response (DOR) and identify ways to effectively embed DORs during reading instruction.
3. identify a teaching procedure that may most efficiently produce recombinative generalization. |
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| A Comparison of Training Different Sequences of Component Skills on the Emergence of Convergent Intraverbals |
| ADRIENNE JENNINGS (Daemen University), Jason C. Vladescu (SUNY Downstate Health Sciences University), Kenneth F. Reeve (Caldwell University) |
| Abstract: Convergent multiple control occurs when more than one variable strengthens a response; in contrast, divergent multiple control occurs when one variable strengthens more than one response (Michael et al., 2011). The emergence of convergent intraverbals may occur following the training or establishment of four component skills— multiple tact, multiple listener, intraverbal categorization, and listener compound discrimination. Although previous research supports the importance of these component skills to produce convergent intraverbal control, research is needed regarding the sequence in which these component skills are established. The purpose of this experiment was to extend Jennings et al. (2023) by comparing of training of all component skills (multiple tact, multiple listener, intraverbal categorization, listener compound discrimination) consecutively (full component skills group) or a subset of components skills (i.e., multiple tact and listener compound discrimination) trained simultaneously (partial component skills group). The results indicated all participants in the full component skills group and only one participant in the partial component skills group demonstrated the emergence of convergent intraverbals, providing support for the necessity of each component skill. Considerations for training sequences are provided. |
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| Efficacy of Differential Observing Response Requirements During Reading Instruction |
| KATHERINE MILLER (University of North Carolina Wilmington), Tom Cariveau (University of North Carolina Wilmington), Taylor Lewis (University of North Carolina Wilmington), Alexandria Brown (University of North Carolina Wilmington) |
| Abstract: Accurate reading requires that a learner differentially respond to low disparity compound textual stimuli. These discriminations may be difficult for early readers, as evidenced by the development of control by limited features of the stimulus (e.g., the first letter of the word). Instructors might attempt to broaden the controlling stimuli by requiring the discrimination of all relevant elements of a target stimulus. Differential observing responses (DOR), which are additional response requirements used to verify attending to relevant features of a stimulus before the target response is emitted, have received recent attention as one method to broaden stimulus control. Several researchers have arranged DORs during discrimination learning tasks, although additional research is needed to determine optimal practices. No prior research has compared the efficacy or efficiency of distinct DOR requirements or methods to embed DORs during specific components of trial-based instruction (e.g., error correction). This presentation will describe the findings of recent comparison studies from our lab on optimal DOR arrangements for children exhibiting reading deficits. Implications for DOR arrangements to foster coherent stimulus control topographies and methods to individualize reading interventions will be discussed. |
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Comparing Teaching Procedures Contributing to Recombinative Generalization Within Matrix Training |
| LESLEY A. SHAWLER (Southern Illinois University), Kennedy Cloe (Southern Illinois University) |
| Abstract: Matrix training is a teaching method that has been used to maximize teaching time for children with Autism Spectrum Disorder (ASD) by producing recombinative generalization. Recombinative generalization allows individuals to produce and understand novel stimuli, from previously trained stimuli components (e.g., color-shape, noun-preposition, noun-verb combinations) for both vocal and non-vocal individuals. However, the percentage of recombinative generalization individuals produce after matrix training has been found to range from 0% - 94%. With such a wide range, it is difficult to identify what prerequisites or procedural modifications are necessary for recombinative generalization to occur. The primary purpose of this study was to compare the effectiveness and efficiency of simultaneous and combination training procedures on recombination generalization for three children with ASD. All three participants demonstrated recombinative generalization with only the simultaneous training procedure. Simultaneous training also required the least amount of training blocks. A concurrent-operant arrangement procedure was also conducted to determine if participants had a preference for either teaching procedure. Participants preferred either the combination or simultaneous procedure and one had no preference. Implications for the findings as it relates to children with communication delays and best teaching practices will be discussed. |
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