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The Effect of the Establishment of Conditioned Reinforcement for Reading Content on Second-Graders’ Reading Achievement
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In: Behav Anal Pract (2021)
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Mastery of Echoics in Chinese Establishes Bidirectional Naming in Chinese for Preschoolers with Naming in English
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Multiple Exemplar Instruction and the Emergence of Generative Production of Suffixes as Autoclitic Frames
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Effects of Conditioning Voices as Reinforcers for Listener Responses on Rate of Learning, Awareness, and Preferences for Listening to Stories in Preschoolers With Autism
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Establishing Naming in Typically Developing Two-Year-Old Children as a Function of Multiple Exemplar Speaker and Listener Experiences
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The Emergence of Autoclitic Frames in Atypically and Typically Developing Children as a Function of Multiple Exemplar Instruction
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How Kids Learn to Say the Darnedest Things: The Effect of Multiple Exemplar Instruction on the Emergence of Novel Verb Usage
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The Induction of Naming in Children with No Prior Tact Responses as a Function of Multiple Exemplar Histories of Instruction
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Novel Dictation and Intraverbal Responses as a Function of a Multiple Exemplar Instructional History
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The Emergence of the Listener to Speaker Component of Naming in Children as a Function of Multiple Exemplar Instruction
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Emergence of untaught mands or tacts of novel adjective-object pairs as a function of instructional history
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Abstract:
We tested the effects of multiple exemplar instruction (MEI) on the emergence of untaught mands or tacts of adjective-object pairs in a multiple-probe design across four students with autism/developmental disabilities. None of the students emitted either mands or tacts for three sets of three adjective-object pairs (word sets counterbalanced across students and conditions) in pre-experimental probe trials. In the baseline phase, either mands or tacts were taught for the first adjective-object pairs to each student who then received probe trials for the untaught verbal operants. None of the students emitted the verbal operant that was not directly taught. In the MEI condition, a second set of adjective-object pairs was taught under alternating mand and tact conditions until both operants were mastered. Following mastery of the second set in the MEI condition, students were again probed for the untaught mands or tacts for the adjective-object pairs that were not in their repertoires when a single verbal operant was taught in baseline (the first set). All students emitted the untaught mands or tacts for the first set. Finally, a third set of adjective-object pairs was taught as tacts or mands and the untaught mands or tacts emerged. The data are discussed in terms of generative verbal behavior, abstraction of establishing operation control, and multiple exemplar instruction.
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Keyword:
Articles
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2755426 http://www.ncbi.nlm.nih.gov/pubmed/22477290
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