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.

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48th Annual Convention; Boston, MA; 2022

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Poster Session #89
VRB Saturday Poster Session: Odd-Numbered Posters
Saturday, May 28, 2022
1:00 PM–2:00 PM
Exhibit Level; Exhibit Hall A
Chair: Smita Awasthi (Behavior Momentum India)
91. Preliminary Results of the Comparison of Multiple- and Single-Exemplar Instruction to Strengthen Bidirectional Naming
Area: VRB; Domain: Applied Research
HEIDI SKORGE OLAFF (OsloMet - Oslo Metropolitan University ), Vibeke Haaland (Affiliation One: OsloMet – Oslo Metropolitan University Affiliation Two: Ecura Supervision and Habilitation ), Per Holth (OsloMet -- Oslo Metropolitan University)
Discussant: Smita Awasthi (Behavior Momentum India)
Abstract: One type of bidirectional naming (BiN) involves that both listener and speaker responses can emerge out of observing another person’s tact. Greer et al. (2007) found that multiple-exemplar instruction (MEI) was superior to single-exemplar instruction (SEI) when it comes to producing emerged BiN skills. The present study is based on Greer et al. (2007) and included four children with language delays or autism. They were matched in pairs where one participant received an equal number of trials in the SEI-condition as the other participant needed to achieve a mastery criterion during the MEI-condition. In contrast to previous research, the naming experience was repeated if the participants did not achieve the emergence criterion for BiN. The results showed that both procedures had limited effect on strengthening BiN skills. However, the findings indicate that the repetition of the naming experience led to more emergent responses after a history with MEI compared to SEI.
 
93. Increasing Response Effort of SGD use to Increase Echoics: Single Case Efficacy and Ethical Considerations
Area: VRB; Domain: Applied Research
ANDREA CLEMENTS (Munroe-Meyer Institute, University of Nebraska Medical Center), Maya Fallon (Munroe-Meyer Institute, University of Nebraska Medical Center), Kevin C. Luczynski (Munroe-Meyer Institute, University of Nebraska Medical Center), Paige O'Neill (Munroe-Meyer Institute, University of Nebraska Medical Center), Leslie VanWinkle (Munroe-Meyer Institute; University of Nebraska Medical Center)
Discussant: Smita Awasthi (Behavior Momentum India)
Abstract: Speech Generating Devices (SGDs) can be used by non-verbal children diagnosed with autism spectrum disorder (ASD) to develop a verbal repertoire. A potential concern of parents is that their child will not learn to communicate vocally; therefore, procedures designed to increase vocal-verbal responses (e.g., vocal mands) can be implemented while the SGD remains in place. When developing such procedures, clinicians may need to consider conditions under which an extinction procedure for SGD use may benefit vocal-verbal emergence. Our participant was a 6-year-old male who participated in intervention for 14 months and engaged in problem behavior and self-injurious behavior. Typical mand training and pairing procedures without extinction were initially evaluated to increase manding. These procedures did not restrict access to his SGD. The child never independently manded and rarely responded to an echoic prompt. His treatment team discussed ethical considerations for the use of extinction during teaching and environments in which SGD would not be readily available. Extending the establishing operation was deemed more ethically sound than traditional extinction; that is, problem behavior would contact extinction for no more than a minute before a trial ended. Following this treatment modification, the child emitted prompted and independent mands within 13 sessions.
 
95. Multidimensional Visual Analyses: Performance Mapping of Verbal Behavior using Permutated Radar Charts
Area: VRB; Domain: Theory
LEE L MASON (Cook Children's Health Care System), Alonzo Alfredo Andrews (The University of Texas at San Antonio)
Discussant: Smita Awasthi (Behavior Momentum India)
Abstract:

The functional analysis of verbal behavior requires an evaluation of responses across multiple sources of control. These data are typically arranged for visual analysis using time-series graphs or pie charts that treat each verbal operant independently of one another. Here, we extend the work of Porter and Niksiar (2018) by exploring the use of a multidimensional visualization strategy to compare the relative performance distributions of verbal behavior across N ≥ 3 properties on a radial, multi-axis radar chart. Leveraging the radar chart's plotting of data in the form of closed polygonal profiles affords the use of shape descriptors for quantitative comparisons. Through multiple-exemplar training, we demonstrate the multiple control over verbal behavior, and explore visual analyses of stimulus overselectivity. We also compare the relative strength of functionally distinct verbal operants to demonstrate the potential of radar charts for multidimensional models of the composite verbal repertoire.

 
97. Teaching Children with Autism to Mand for Information Across Tact and Intraverbal Operants
Area: VRB; Domain: Applied Research
JAMIE GILMORE-BLACK (University of Nebraska Medical Center's Munroe-Meyer Institute), Nicole M. Rodriguez (Munroe-Meyer Institute, University of Nebraska Medical Center), Desiree Dawson (Munroe-Meyer Institute, University of Nebraska Medical Center), Michael Aragon (Munroe-Meyer Institute, University of Nebraska Medical Center)
Discussant: Smita Awasthi (Behavior Momentum India)
Abstract: We replicated and extended research on teaching children with autism to mand for information (e.g., Ingvarsson and Hollobaugh, 2019) by evaluating transfer of the “I don’t know please tell me” (IDKPTM) response across operants. We used a progressive prompt delay to an echoic prompt to teach two school-aged boys diagnosed with autism to mand for information when presented with unknown questions (intraverbals) and unknown pictures (tacts). Sessions consisted of three known targets intermixed with six unknown targets, only three of which were exposed to the teaching procedures. For both participants, we saw generalization of IDKPTM within but not across operants. In addition, both participants required some exposure, albeit brief, to direct prompting and reinforcing of the correct answer directly following presentation of the initial question. Upon returning to a delayed prompt to the mand for information, both participants acquired the target intraverbals and tacts based on the therapists answers to their mands for information. Ivan did not need this additional exposure to prompting and reinforcement to the correct answer in the subsequent operant whereas Xander did. Although generalization of the IDKPTM response was observed within operant, acquisition after acquiring this mand for information in the baseline condition differed across participants.
 
99. Arranging Instruction to Promote Derived Rule-following and Transformation of Stimulus Functions
Area: VRB; Domain: Basic Research
JESSICA LEE PARANCZAK (Vanderbilt University), Joseph Michael Lambert (Vanderbilt University), Bailey Copeland (Vanderbilt University), Margaret Jane Macdonald (Vanderbilt University)
Discussant: Smita Awasthi (Behavior Momentum India)
Abstract: Derived relational responding in traditional match-to-sample (MTS) tasks has a rich history, but less is known regarding derived rule-following and corresponding transformations of stimulus function. The present evaluation includes two experiments conducted with young children (i.e., 5-8 years old) within the context of a common board game (i.e., Candyland). In Experiment 1, a multiple probe across participants design was used to evaluate the effects of MTS training on (a) derived responding (i.e., C-A relations) and (b) transformation of stimulus function (i.e., correct responses in game play). In Experiment 2, frames of opposition were trained and subsequently, a participant’s ability to relate relations and engage in transformation of stimulus function (i.e., respond correctly in game play) was evaluated. Results from both experiments demonstrate that instruction can be arranged to promote derived rule following in young children. These results expand upon existing literature by (a) demonstrating derived responding through rigorous experimental design, (b) evaluating transformation of stimulus function for complex relations (e.g., relating relations) and (c) involving frames other than coordination (e.g., opposition).
 
 

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