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| Applications of Procedures for Promoting Emergent Relations |
| Saturday, May 23, 2015 |
| 1:00 PM–2:50 PM |
| 217A (CC) |
| Area: VBC; Domain: Applied Research |
| Chair: Amber R. Paden (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Discussant: Mark L. Sundberg (Sundberg and Associates) |
| CE Instructor: Amber R. Paden, M.S. |
| Abstract: This symposium covers procedures for promoting emergent relations. Clements et al. and Frampton et al. used matrix training to teach children diagnosed with an autism spectrum disorder to tact three-digit numbers and noun-verb combinations (e.g., “Cat jumping), respectively. Post-tests, across both studies, showed the emergence of all untrained combinations, illustrating the efficiency of this procedure. Aguirre and Rehfeldt evaluated the effectiveness and efficiency of the stimulus-equivalence paradigm in teaching English and math relations with three children in a general education classroom. Anticipated results may show a formation of equivalence classes with the English and math stimuli for all participants. Lee et al. evaluated the effects of receptive discrimination training (listener behavior) on the development of categorization and tacts (speaker behavior) with four preschool children with autism. Results support previous research that both speaker and listener behavior may be required for the emergence of untrained categorization and tacting following listener training, and that traditional language assessments may be useful to assess these skills. Dr. Mark Sundberg, a leading researcher in the study of verbal behavior and the founder and past editor of The Analysis of Verbal Behavior will serve as the discussant. |
| Keyword(s): autism, emergent relations, verbal behavior |
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Using a Chaining Prompt within Matrix Training to Evaluation Acquisition and Recombinitive Generalization of Tacting Three-Digit Numbers |
| ANDREA CLEMENTS (University of Nebraska Medical Center's Munroe-Meyer Institute), Tamara L. Pawich (Scott Center for Autism Treatment at Florida Institute of Technology), Wayne W. Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center), Jennifer Felber (Munroe Meyer Institute, University of Nebraska Medical Center), John Borgen (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: Children with autism spectrum disorders are characterized by deficits in expressive language. Matrix training is a procedure that has been used to teach expressive language and evaluate re-combinative generalization of targets. In the current investigation, a multiple-baseline design across targets design was used to teach a child with autism to tact three-digit numbers. The matrix consisted of the hundreds and tens position on the first axis (120 - 190) and ones position (2 - 9) on the second axis producing 64 three-digit numbers. Pre-treatment baseline probes showed zero levels of independent responding for all numbers in the matrix. Eight three-digit numbers (produced along the diagonal of the matrix) were taught using a chaining and progressive prompt delay procedure. The chaining prompt involved presenting flashcards with each the three-digit, two-digit, and one-digit numbers; building the number from hundreds to ones (e.g., 100 presented, then 20 presented and 3 presented for 123) while simultaneously vocally modeling the correct number. Post-treatment baseline probes showed correct responding for all untrained three-digit numbers in the matrix. |
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| A Further Evaluation of Naming and Categorization in Children with Autism |
| Greg Lee (California State University, Sacramento), Caio F. Miguel (California State University, Sacramento), ADRIENNE JENNINGS (California State University Sacramento), Emily Darcey (California State University Sacramento), Charisse Ann Lantaya (California State University, Sacramento) |
| Abstract: Previous research has shown that children with autism may accurately categorize visual stimuli without direct training after learning to both tact and receptively discriminate the stimuli with commons names. The purpose of the current study was to further evaluate the effects of receptive discrimination (listener) training alone on the development of categorization and tacts (speaker behavior) with four preschool children with autism. We administered standardized language tests to evaluate the participant’s language skills prior to beginning the study. We used a non-concurrent multiple-baseline across participants to evaluate the effects of listener training. Two participants whose pre-training language assessment identified both speaker and listener scores of three years and nine months or greater, categorized and tacted previously-unfamiliar stimuli following listener training alone. Two participants whose pre-test language assessment identified both speaker and listener scores of two and half years or less, did not categorize or tact the stimuli following listener training alone. These results support previous research that both speaker and listener behavior may be required for the emergence of untrained categorization and tacting, following listener training, and that traditional language assessments may be useful to assess these skills. |
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| The Use of Matrix Training to Promote Recombinative Generalization of Noun-Verb Tacts |
| SARAH FRAMPTON (Marcus Autism Center), Sarah Wymer (Marcus Autism Center), Bethany Jordahl (Marcus Autism Center), Alice Alice Shillingsburg (Marcus Autism Center, Emory University School of Medicine) |
| Abstract: Children with autism spectrum disorder (ASD) often exhibit deficits in language development. Studies have found that some children with autism do not combine known words at the same time as typically developing peers (Paul, Chawarska, Klin, and Volkmar, 2007; Weismer et al., 2011). Matrix training consists of pre-planning intervention by identifying the components of desired responses and arranging them across two axes. The diagonal targets would be selected for intervention, as together they contain all combinations of the component responses. After learning these targets, the individual may demonstrate correct responses to the non-diagonal targets. Three males diagnosed with ASD were exposed to matrix training with mastered tacts of nouns (e.g., “cat”) and verbs (e.g., “jumping”). Following baseline of a Generalization Matrix and Matrix 1, the diagonal targets within Matrix 1 were trained as noun-verb combinations (e.g., “Cat jumping). Post-tests were conducted once mastery criteria were met. Additional matrices were baselined and trained until correct responding was observed in the untrained, Generalization Matrix. Results showed that all participants demonstrated recombinative generalization within trained matrices and eventually within the Generalization Matrix. These findings support the use of matrix training as a tactic to promote untrained, novel responses for learners with ASD. |
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| An evaluation of an equivalence-based instruction on the emergence of English and math relations with elementary school children |
| ANGELICA A. AGUIRRE (Southern Illinois University Carbondale), Ruth Anne Rehfeldt (Southern Illinois University) |
| Abstract: One behavioral-based technology that has shown to be effective in teaching complex behavior is the stimulus equivalence paradigm (SEP). Further investigation is needed to examine the effects of the SEP with academically relevant stimuli. The purpose of this study is to use a multiple-probe design to evaluate the effectiveness and efficiency of the SEP in teaching English and math relations derived from the Common Core Standards with three children in a general education classroom. English and math stimulus sets will consist of prefixes, suffixes, fractions, and properties of multiplication. An automated program will be used for all match-to-sample testing and instructional sessions. English and math paper-and-pencil tests will be administered to evaluate performance before and after the implementation of the SEP. Pilot data collected suggest that the formation of equivalence classes may emerge after the administration of the SEP. Limitations and future research will also be discussed. |
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