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| Establishment of Verbal Development Cusps for Student Learning and Implications for Effective Delivery of Services |
| Saturday, May 24, 2025 |
| 4:00 PM–4:50 PM |
| Marriott Marquis, M4 Level, Archives |
| Area: VBC/AUT; Domain: Applied Research |
| Chair: Han Yan (Fred S. Keller School/Teachers College, Columbia University) |
| CE Instructor: Han Yan, Ph.D. |
| Abstract: In early development, children acquire verbal development cusps that enable learning in new ways. When these cusps are not readily acquired, intensive reinforcement-based protocols can be implemented. This symposium first reviews two protocols to condition new reinforcers and induce developmental cusps for early learners. In the first paper, a study was conducted to test the effects of a book conditioning procedure. Following systematic reinforcement pairings in the book conditioning procedure, the participants subsequently selected books over other stimuli. In addition to increased conditioned reinforcement for books, a decrease in stereotypical behaviors was also observed. In the second paper, a teaching procedure using a mirror was used for early learners to teach imitiative responses. Following the mirror protocol, generalized imitation emerged for the participants indicating a newly established conditioned reinforcement for see-do correspondence. Finally, in a third paper, the researchers incorporated verbal development cusps into informed programming that results in better learning outcomes for students. Through initial assessment, they determined the presence or absence of cusps, and analyzed the degree to which student instruction and clinical decision making was aligned with verbal development. The researchers emphasize the importance of verbal development in student programming as well as offer implications for service delivery. |
| Instruction Level: Intermediate |
| Keyword(s): Cusps, Mirror Instruction, Stimulus-stimulus pairing, Verbal Behavior |
| Target Audience: The audience should have previous experience working with children with developmental disabilities in an ABA setting. The audience should have a basic understanding of Verbal Behavior Development Theory (VBDT). |
Learning Objectives: 1. Describe the stimulus-stimulus pairing procedure used to condition looking at books as a reinforcer.
2. Identify important considerations regarding verbal developmental cusps when making educational and clinical decisions.
3. Describe the mirror instruction for establishing see-do correspondence as a reinforcer. |
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| Establishing Reinforcement for Correspondence: The Effects of Mirror Instruction on Generalized Imitation |
| MICHAELA ANN DUNHAM (Teachers College Columbia University), Claire S. Cahill (CABAS - The Fred S. Keller School - Teachers College, Columbia University) |
| Abstract: Imitation is a critical developmental cusp which allows children to acquire new repertoires from observing and duplicating a model. This see-do correspondence typically emerges during early development and is foundational to learning. A fluent imitative repertoire is essential to the development of observational learning and can lead to echoic responses for some children. For children who do not readily acquire imitation, one intervention that has been developed to induce see-do correspondence is the use of a mirror when teaching imitative responses. Mirror instruction has been effective at inducing gross motor imitation however it had not yet been applied to other topographical responses of imitation. In a multiple probe across participants design, we tested the effectiveness of mirror instruction on seven different categories of imitation for three preschoolers with disabilities. Results indicated that mirror instruction greatly increased acquisition of novel imitative responses for six different categories of imitation and slightly increased imitative responses for cross body imitation. These results indicate that mirror instruction is effective for inducing imitation for different topographical categories of imitation. The results demonstrate that the use of the mirror intervention can establish see-do correspondence as a reinforcer that then allows the individual to learn in new ways. |
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From Theory to Practice: Applying the Verbal Behavior Development Assessment (VBDT) to Inform Programming and Decision Making for Better Learner Outcomes |
| FRANCIS HWANG (Touchstone ABA), Tricia Clement-James (LaBAA), Dolleen-Day Keohane (Nicholls State University, Touchstone), Grant Gautreaux (Nicholls State University) |
| Abstract: Designing effective treatment programs and sound clinical decision-making set the stage for optimizing learner outcomes. Many variables need consideration when determining the best skills to target and best tactics to teach those skills. In many cases, however, there are barriers which may inhibit a learner from acquiring new skills. Verbal developmental cusps allow one to access new reinforcers that did not have reinforcing properties prior to acquiring the verbal behavior cusp. Previous research found that verbal developmental cusps accelerate one’s learning, make new learning possible, and lead to social learning. We used the Verbal Behavior Developmental Assessment (VBDA) to identify the presence and absence of critical cusps for learners. We then analyzed their treatment plans to determine the degree to which the treatment plans aligned with the VBDA results and whether clinical decision making was influenced by the VBDA results. Subsequently, we analyzed the rate of learning for the client participants and analyzed the possible relationship with programming and decision making informed by the VBDA results. We discuss the results in relation to effective assessment, clinical decisions and programming and considerations for the reduction and dismissal of services and the implications for school-based inclusion opportunities. |
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Evaluating the Effect of a Stimulus-Stimulus Pairing Procedure on Appropriate Play With Books in Five Participants Diagnosed With Autism Spectrum Disorder and Comorbidities |
| FLAVIA BORGONOVO (SOLE scs - Nicholls State University), Bruno Angeli (SOLE onlus and Nicholls State University), veronica baroni (PRISMA Centro per l’Apprendimento) |
| Abstract: For students who do not select toys or books in the free-operant setting, the behaviors of play skills can be taught, but it is only through reinforcement pairings that the activities of play or looking at books can become themselves conditioned as a reinforcers. Appropriately engaging in different activities, including looking at books, provides children with a novel way to contact new reinforcers as well as reduce stereotypy and passivity behaviors. In this study, we selected five participants with Autism Spectrum Disorder, ranging in age from 3 to 7 years old. Using a delayed multiple probe design, we examined the effects of the stimulus-stimulus pairing procedure on the frequency of looking at books and the emission of stereotypy and passivity in the free-play setting. During the stimulus-stimulus pairing procedure, the experimenters used a pair-test procedure to establish looking at books as a conditioned reinforcer. The experimenters found that the stimulus-stimulus pairing procedure increased the frequency of looking at books while decreasing the frequency of stereotypy. The increased appropriate engagement with the books in the free-operant setting indicates the establishment of conditioned reinforcement for looking at books. |
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