Download - Establishing a Beginner Listener Repertoire via Visual Match-to-Sample Discrimination Training
![Page 1: Establishing a Beginner Listener Repertoire via Visual Match-to-Sample Discrimination Training](https://reader035.vdocuments.net/reader035/viewer/2022062502/56814bbf550346895db8934e/html5/thumbnails/1.jpg)
Establishing a Beginner Listener Repertoire via Visual Match-to-Sample Discrimination Training
Tiffany M. Bauer MA, BCBAJessica Korneder MA, BCBASally D. Moore MA, BCBALen Levin, PhD
![Page 2: Establishing a Beginner Listener Repertoire via Visual Match-to-Sample Discrimination Training](https://reader035.vdocuments.net/reader035/viewer/2022062502/56814bbf550346895db8934e/html5/thumbnails/2.jpg)
Introduction•EIBI curricula adhere to a specific scope
and sequence AttendingComplianceMatchingImitation Listening Manding/Functional Communication
![Page 3: Establishing a Beginner Listener Repertoire via Visual Match-to-Sample Discrimination Training](https://reader035.vdocuments.net/reader035/viewer/2022062502/56814bbf550346895db8934e/html5/thumbnails/3.jpg)
Introduction•More efficient ways to teach have been
developed (i.e. Sidman with stimulus equivalence, and now more recently Greer and Ross)
•With limited time and resources it is important to look at more efficient teaching in early intervention
![Page 4: Establishing a Beginner Listener Repertoire via Visual Match-to-Sample Discrimination Training](https://reader035.vdocuments.net/reader035/viewer/2022062502/56814bbf550346895db8934e/html5/thumbnails/4.jpg)
Introduction•Easier for young children with autism to
learn tasks that incorporate a visual discriminative stimulus than it is for them to learn language comprehension tasks that do not incorporate visual cues
•Greer and Ross (2008) describe a procedure to induce language comprehension or specifically, a listener component of naming repertoire
![Page 5: Establishing a Beginner Listener Repertoire via Visual Match-to-Sample Discrimination Training](https://reader035.vdocuments.net/reader035/viewer/2022062502/56814bbf550346895db8934e/html5/thumbnails/5.jpg)
Listener Component of Naming•Defined as “Learning to respond as a
listener after incidentally hearing a word spoken by another person” (p. 99, Verbal Behavior Analysis)
![Page 6: Establishing a Beginner Listener Repertoire via Visual Match-to-Sample Discrimination Training](https://reader035.vdocuments.net/reader035/viewer/2022062502/56814bbf550346895db8934e/html5/thumbnails/6.jpg)
Listener Component of Naming
“ If the child has the listener component of naming, they will point to the correct stimulus simply because they have heard the word during the matching instruction and not because they received direct instruction for the pointing response” (p. 93, Verbal Behavior Analysis)
![Page 7: Establishing a Beginner Listener Repertoire via Visual Match-to-Sample Discrimination Training](https://reader035.vdocuments.net/reader035/viewer/2022062502/56814bbf550346895db8934e/html5/thumbnails/7.jpg)
Full Naming
“…capacity to acquire a tact (pure or impure) and a listener response by simply hearing another person tact a stimulus” (p. 149, Verbal Behavior Analysis)
![Page 8: Establishing a Beginner Listener Repertoire via Visual Match-to-Sample Discrimination Training](https://reader035.vdocuments.net/reader035/viewer/2022062502/56814bbf550346895db8934e/html5/thumbnails/8.jpg)
Hypothesis•The simultaneous presentation of a vocal
sample (i.e., a tact) and visual sample as part of the discriminative stimulus in a visual, match-to-sample task will increase a learner’s acquisition of untaught receptive and tacting targets
•“Once the child has the listener half of naming, they learning two responses for every one that you teach” (p. 109, Verbal Behavior Analysis)
![Page 9: Establishing a Beginner Listener Repertoire via Visual Match-to-Sample Discrimination Training](https://reader035.vdocuments.net/reader035/viewer/2022062502/56814bbf550346895db8934e/html5/thumbnails/9.jpg)
Established Matching ProtocolsSD Response RepertoireVisual + “Put with same”
Child matches visual to sample
Matching
“Student sits at the table and the teacher sits next to or across from Student. Place two objects on the table, spaced well apart from each other. Hand Student an object that matches one of the items on the table and say, “Put with same” (p. 165, Work In Progress)
![Page 10: Establishing a Beginner Listener Repertoire via Visual Match-to-Sample Discrimination Training](https://reader035.vdocuments.net/reader035/viewer/2022062502/56814bbf550346895db8934e/html5/thumbnails/10.jpg)
Modified Match to Sample
SD Response RepertoireVisual stimulus + Say COW
Child matches picture of COW
Matching
![Page 11: Establishing a Beginner Listener Repertoire via Visual Match-to-Sample Discrimination Training](https://reader035.vdocuments.net/reader035/viewer/2022062502/56814bbf550346895db8934e/html5/thumbnails/11.jpg)
Target Repertoires to Induce Via Matching Protocol
SD Response RepertoireSay COW Child
touches COW
Identify/Listening skills
See COW Child says COW
Tact
![Page 12: Establishing a Beginner Listener Repertoire via Visual Match-to-Sample Discrimination Training](https://reader035.vdocuments.net/reader035/viewer/2022062502/56814bbf550346895db8934e/html5/thumbnails/12.jpg)
Participants
•Receiving in home EIBI•Age range: 2.0-2.11 years•At risk for Autism or developmental
delays •Evidence of limited listener repertoire
(e.g. routine instructions with cues)
![Page 13: Establishing a Beginner Listener Repertoire via Visual Match-to-Sample Discrimination Training](https://reader035.vdocuments.net/reader035/viewer/2022062502/56814bbf550346895db8934e/html5/thumbnails/13.jpg)
Method- General Procedure•Baseline all program targets (i.e. both
listener and speaker components of naming) before opening matching program.
•Implement protocol for all targets that were unknown.
•After all targets are mastered via matching, repeat baseline
![Page 14: Establishing a Beginner Listener Repertoire via Visual Match-to-Sample Discrimination Training](https://reader035.vdocuments.net/reader035/viewer/2022062502/56814bbf550346895db8934e/html5/thumbnails/14.jpg)
Method- Teaching Steps
1. Teach 2-3 targets in each step (Field of 3-5)- increase field with mastered targets
2. Random rotate neat and messy array3. Issue just the target label (e.g. “Cow”) as
the SD -Do not use” match”, “put with same”, or any other Sd
4. Teach in standard format: Errorless - EC5. Continue to randomly rotate with
mastered targets throughout teaching
![Page 15: Establishing a Beginner Listener Repertoire via Visual Match-to-Sample Discrimination Training](https://reader035.vdocuments.net/reader035/viewer/2022062502/56814bbf550346895db8934e/html5/thumbnails/15.jpg)
Mock Data Sheet
![Page 16: Establishing a Beginner Listener Repertoire via Visual Match-to-Sample Discrimination Training](https://reader035.vdocuments.net/reader035/viewer/2022062502/56814bbf550346895db8934e/html5/thumbnails/16.jpg)
Teaching
![Page 17: Establishing a Beginner Listener Repertoire via Visual Match-to-Sample Discrimination Training](https://reader035.vdocuments.net/reader035/viewer/2022062502/56814bbf550346895db8934e/html5/thumbnails/17.jpg)
Teaching
![Page 18: Establishing a Beginner Listener Repertoire via Visual Match-to-Sample Discrimination Training](https://reader035.vdocuments.net/reader035/viewer/2022062502/56814bbf550346895db8934e/html5/thumbnails/18.jpg)
Method- Teaching Procedure
•Do not pre-test out of the matching steps
•Before moving on to the next teaching step run 40 trials (days do not matter) with 80% or higher average
•Mastery Criterion: 80% or better across 40 trials
![Page 19: Establishing a Beginner Listener Repertoire via Visual Match-to-Sample Discrimination Training](https://reader035.vdocuments.net/reader035/viewer/2022062502/56814bbf550346895db8934e/html5/thumbnails/19.jpg)
Participant 1
![Page 20: Establishing a Beginner Listener Repertoire via Visual Match-to-Sample Discrimination Training](https://reader035.vdocuments.net/reader035/viewer/2022062502/56814bbf550346895db8934e/html5/thumbnails/20.jpg)
Participant 2
![Page 21: Establishing a Beginner Listener Repertoire via Visual Match-to-Sample Discrimination Training](https://reader035.vdocuments.net/reader035/viewer/2022062502/56814bbf550346895db8934e/html5/thumbnails/21.jpg)
Participant 3
![Page 22: Establishing a Beginner Listener Repertoire via Visual Match-to-Sample Discrimination Training](https://reader035.vdocuments.net/reader035/viewer/2022062502/56814bbf550346895db8934e/html5/thumbnails/22.jpg)
Participant 4
![Page 23: Establishing a Beginner Listener Repertoire via Visual Match-to-Sample Discrimination Training](https://reader035.vdocuments.net/reader035/viewer/2022062502/56814bbf550346895db8934e/html5/thumbnails/23.jpg)
Participant 5
![Page 24: Establishing a Beginner Listener Repertoire via Visual Match-to-Sample Discrimination Training](https://reader035.vdocuments.net/reader035/viewer/2022062502/56814bbf550346895db8934e/html5/thumbnails/24.jpg)
Participant 6
![Page 25: Establishing a Beginner Listener Repertoire via Visual Match-to-Sample Discrimination Training](https://reader035.vdocuments.net/reader035/viewer/2022062502/56814bbf550346895db8934e/html5/thumbnails/25.jpg)
Participant 7
![Page 26: Establishing a Beginner Listener Repertoire via Visual Match-to-Sample Discrimination Training](https://reader035.vdocuments.net/reader035/viewer/2022062502/56814bbf550346895db8934e/html5/thumbnails/26.jpg)
Discussion
• Anecdotally we have had less success inducing the listener and naming response when matching was in maintenance versus matching in acquisition
• When the child has an echoic repertoire there was more success in learning the tacts
![Page 27: Establishing a Beginner Listener Repertoire via Visual Match-to-Sample Discrimination Training](https://reader035.vdocuments.net/reader035/viewer/2022062502/56814bbf550346895db8934e/html5/thumbnails/27.jpg)
Discussion
• Non-identical matching is standard in EIBI curriculum
• Under what conditions do we utilize a label SD
versus a “match” SD ?• Develop a decision tree to modify scope and
sequence