Indexador

AbstractAn important distinction has been drawn within the behavior-analytic literature between two types of naming. Naming that is reinforced is referred to as bidirectional naming, and naming that is not reinforced is referred to as incidental bidirectional naming. According to verbal behavior development theory children who demonstrate incidental naming have developed a verbal behavioral cusp, and often learn new language more rapidly as a result. A growing body of research has assessed incidental naming using what is described as an incidental naming experience, in which novel stimuli are presented and named by a researcher but with no direct differential reinforcement for subsequent naming responses by the participant. According to relational frame theory, such studies on incidental naming have typically involved presenting contextual cues that likely serve to establish the name relations between an object and its name. As such, contextual cues may play a critical role in the emergence of incidental naming responses, but there are no published studies that have systematically tested the potential role of contextual cues in relation to incidental naming. The current article provides a narrative review of the incidental naming literature, highlighting variables that remain to be explored in future research.

Abstract In order to introduce a new way of understanding human speech, the article connects two independent lines of Skinner’s research: his work on verbal behavior and on connecting behavior analysis to evolution. The article discusses an empirical study as an example motivated by this connection. Similar to biologists’ suggestion that natural selection can operate on multiple nested levels, Baum (The Behavior Analyst, 36(2), 283–293, 2013) argues that operant behavior is best understood in terms of nested units. Because verbal behavior is operant behavior, Baum’s view should apply to verbal behavior. We conducted the first experiment designed to explore empirical implications of applying this framework. Six pairs of native Norwegian speaking participants communicated verbally while solving a puzzle task together. We investigated if verbal signals occurred to aid navigation between nested levels of the task. 25,191 words were transcribed, revealing that “Ok” was most frequently spoken at the start of the whole activity with a decreasing trend when starting the description of lower-level units, whereas “Også” / “Og så” (“and” / “and well”) became more frequent as the level of activity decreased. “Ja” (“yes”) most frequently concluded all activity levels. These findings can benefit future studies aiming at experimentally manipulating the verbal stimuli found to guide movement between activity levels. The conceptual argument and empirical example are spelled out to inspire further refinements of the connection between verbal behavior and evolution.

Resumo não informado pela fonte indexada.

Resumo não informado pela fonte indexada.

Resumo não informado pela fonte indexada.

Resumo não informado pela fonte indexada.

Resumo não informado pela fonte indexada.

Abstract Precision teaching has historically been primarily applied to academic skills. This study aimed to show how precision teaching could enhance the application of existing evidence-based interventions focused on crucial pre-academic skills, such as joint attention. Joint attention is typically broken into two categories: responding to bids for joint attention (RJA) and initiating joint attention (IJA). This study developed RJA using precision teaching and play-based, natural environment teaching. Four autistic students, aged between 5 and 6, attending a special education school in England participated. Six prerequisite skills were trained in two triads during 15-min sessions for three weeks. RJA was then targeted, and participants needed three, four, five, and seven days, respectively, to master it. A concurrent multiple baseline design across participants was used for all skills. Participants improved across all skills with moderate effect sizes that were maintained five weeks post-intervention. Moreover, participants demonstrated steep learning rates measured via celeration, low variability measured via the bounce metric, and a maintenance of performance improvements during the assessment of endurance, stability, and generalization. The results suggest that autistic students can quickly improve their RJA skills and demonstrate fluency in them. However, the results are tentative and require replication while addressing the limitations that have been identified. Integrating precision teaching and naturalistic approaches could offer practitioners additional information about the impact of existing evidence-based interventions on developing RJA and related skills.

AbstractIn the realm of behavioral research, significant contributions have greatly advanced reading studies, influencing educational practices. We explored the relationship between the degrees of incidental bidirectional naming (Inc-BiN) capabilities and children's derived relations for literacy responses. Inc-BiN is a repertoire whereby a child acquires listener and speaker responses from observation alone. Incidental unidirectional naming (Inc-UniN) occurs when observation of object-names produces listener, but not speaker behavior. Students who did not demonstrate listener and speaker components were classified as having No Incidental Naming (NiN). Across two studies, we evaluated how component skills involved in Inc-BiN are connected to emergent literacy responses in preschoolers with a disability. In Study 1, participants completed two conditions: (1) directly reinforcing speaker responses and testing for the emergence of listener responses, and (2) directly reinforcing listener responses and testing for the emergence of speaker responses. Results suggested that participants with Inc-BiN readily derived both speaker and listener responses, participants with Inc-UniN readily derived listener, but not speaker responses, and participants with NiN had difficulty acquiring directly reinforced responses and deriving responses. In Study 2, we established Inc-BiN with participants and readministered Study 1 tests. Our results suggest overlap between incidental bidirectional naming and derived responses and point to how one can incorporate derived relations instruction and differentiate instruction for children with varying repertoires.

Resumo não informado pela fonte indexada.