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.


41st Annual Convention; San Antonio, TX; 2015

Event Details

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Symposium #220
CE Offered: BACB
Analysis and Research on The Acquisition of Complex Verbal Repertoires
Sunday, May 24, 2015
3:00 PM–3:50 PM
216AB (CC)
Area: VRB/EDC; Domain: Theory
Chair: Daniela M. Ribeiro (Universidade Federal de Alagoas)
Discussant: Trina Spencer (Northern Arizona University)
CE Instructor: Trina Spencer, Ph.D.

Despite the innumerous advances our field has made in uncovering variables involved in the acquisition and maintenance of verbal behavior, the focus has been primarily on simpler behaviors, such as manding for or tacting objects, their function, class, or features. Little attention has been placed on more complex behaviors like the ones involved in the production of sentences and narratives and in reading comprehension. The papers to be presented in this symposium will focus on complex verbal behaviors. The first presentation will address autoclitic processes involved in the comprehension and production of sentences and narratives, focusing on the review and analysis of research studies that have addressed ordering and sequencing of complex verbal material. The second presentation will examine reading comprehension as a form of critical inquiry, which goes beyond answering who, when, where, and how questions, through the lenses of Skinners analysis of verbal behavior. A discussion encompassing sentence and narrative production, building toward reading comprehension, and concluding with suggestions for future analysis and research will complete this symposium.

Keyword(s): autoclitic processes, complex repertoires, reading comprehension
From Words to Stories: How Are Grammar and Syntax-Related Autoclitics Being Addressed?
ANA CAROLINA SELLA (Universidade Estadual de Ciencias da Saude de Alagoas), Mara Gomes Barros de Andrade (Universidade de Ciencias da Saude de Alagoas), Daniela M. Ribeiro (Universidade Federal de Alagoas), Carmen Silvia Motta Bandini (Universidade Estadual de Ciencias da Saude de Alagoas/Centro Universitario CESMAC), Heloísa Helena Motta Bandini (Universidade Estadual de Ciências da Saúde de Alagoas)
Abstract: The comprehension and production of words, instructions, songs, and stories depends on cohesive aspects of verbal behavior such as order. Autoclitic frames - and other autoclitic processes related to grammar and syntax - present ways of comprehending how sounds, letters, and words are consistently produced in a certain order in different verbal communities. The purpose of the current paper is to investigate how grammar and syntax-related autoclitics have been addressed within the scope of behavior analysis in the last decade. Studies from 2004 to 2014 were analyzed to gather information on the journals in which this subject appears more often, the main conceptual issues and target behaviors addressed, target populations, procedures used, and the most relevant results and conclusions these studies have presented. This paper provides an overview of the current state of the art regarding grammar and syntax-related autoclitics and suggests areas for future research. Given the role of order in verbal behavior, it is important to further the investigation regarding the controlling variables involved in these autoclitic processes.
Beyond Reading Comprehension: An Analysis of Reading As Inquiry
MELINDA SOTA (University of Oregon)
Abstract: The Common Core State Standards for English Language Arts call for three key shifts in focus from prior standards: (1) an emphasis on complex texts and academic language, (2) analysis and argumentation grounded in textual evidence, and (3) knowledge-building through engagement with non-fiction texts. These foci call for processes such as close reading, which go beyond simple comprehension; for example, in addition to understanding the meaning of a text, readers may analyze how the writer created particular effects in the reader or they may place a text within a larger group of texts, verbal community, or field of inquiry. When these types of activities are engaged in, reading becomes a form of critical inquiry, and new ideas beyond the level of the text may be developed. This presentation will analyze these activities in terms of Skinner's analysis of verbal behavior and discuss implications for education as well as scholarship in general.



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