A Use of Self-Instruction to Extend the Generalization of a Self-Instructed In-Common Discrimination

Grote, Irene; Rosales, Jesus; Morrison, Kenda; Royer, C. P.; Baer, Donald M.

doi:10.1006/jecp.1997.2387

Cited by 7 publications

(3 citation statements)

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“…Young children may not be as likely to employ self-instruction. Recent research has demonstrated that preschool children require training to effectively use self-instruction in solving novel conditional discriminations (Grote, Rosales, & Baer, 1996;Grote, Rosales, Morrison, Royer, & Baer, 1997). Experimenter-provided instructions (without stimulus naming) have been implicated in different patterns of results in experiments on stimulus equivalence with college students (e.g., Green, Sigurdardottir, & Saunders, 1991;Sigurdardottir, Green, & Saunders, 1990) and young chil-dren (see R. Saunders & Green, 1996).…”

Section: Discussionmentioning

confidence: 99%

Equivalence Class Establishment, Expansion, and Modification in Preschool Children

Saunders

Drake

Spradlin

1999

J Exper Analysis Behavior

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Preschool children were taught four two-choice match-to-sample conditional discriminations with 10 arbitrary visual stimuli. For 6 participants, 2 of the 10 stimuli served as the sample, or conditional, stimuli in all discriminations. For 5 additional participants, the same pair of stimuli served as the discriminative, or comparison, stimuli in all discriminations. Equivalence classes were established with more participants in the latter group, replicating prior research with participants with retardation. Four participants, in whom equivalence classes were established and who were available for further participation, were exposed to new conditional discriminations without trial-by-trial feedback and involving some novel and some familiar stimuli. Consistent conditional responding was observed, and tests for inclusion of the novel stimuli in the original classes showed class expansion. Training to reverse the unreinforced conditional performances produced a reversal of class membership in 3 of 4 participants, an outcome not consistent with other studies. The results are discussed with respect to the interaction of class structure and size.

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Section: Discussionmentioning

confidence: 99%

Equivalence Class Establishment, Expansion, and Modification in Preschool Children

Saunders

Drake

Spradlin

1999

J Exper Analysis Behavior

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“…The Analysis of Verbal Behavior 2009, 25, 51-66 concerned with the relation between selfinstructions and problem solving. Baer and colleagues (Duarte & Baer, 1994;Fjellstrom, Born, & Baer, 1988;Grote, 2003;Grote & Baer, 2000;Grote, Rosales, & Baer, 1996;Grote, Rosales, Morrison, Royer, & Baer, 1997;Jay, Grote, & Baer, 1999) conducted a number of studies on the role of selfinstructions on sorting tasks with both typically developing children and adults with mental retardation. In all of these studies, the acquisition of in-common discriminations seemed to have been significantly facilitated by teaching participants the relevant verbal skills to self-instruct.…”

Section: One Area Of Research Has Been Particularlymentioning

confidence: 99%

The “Silent Dog” Method: Analyzing the Impact of Self-Generated Rules When Teaching Different Computer Chains to Boys with Autism

Arntzen¹,

Halstadtro²,

Halstadtro³

2009

Analysis Verbal Behav

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The purpose of the study was to extend the literature on verbal self-regulation by using the "silent dog" method to evaluate the role of verbal regulation over nonverbal behavior in 2 individuals with autism. Participants were required to talk-aloud while performing functional computer tasks.Then the effects of distracters with increasing demands on target behavior were evaluated as well as whether self-talk emitted by Participant 1 could be used to alter Participant 2's performance. Results suggest that participants' tasks seemed to be under control of self-instructions, and the rules generated from Participants 1's self-talk were effective in teaching computer skills to Participant 2. The silent dog method was useful in evaluating the possible role of self-generated rules in teaching computer skills to participants with autism.

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“…During his career, Don published over 200 journal articles, chapters, and books on the behavior analysis of human development.2 He and his students conducted some of the earliest empirical research on imitation and language development from a behavioral perspective, with both typically developing children and people with developmental disabilities (Baer, Guess, & Sherman, 1972;Baer, Peterson, & Sherman, 1967;Baer & Sherman, 1964;Garcia, Baer, & Firestone, 1971; Guess, Sailor, & Baer, 1974Sherman, Clark, & Kelly, 1977). Other research topics included diverse areas such as stimulus control (Baer & Pinkston, 1997), self-instruction (e.g., Grote, Rosales, Morrison, Royer, & Baer, 1997), and creativity (e.g., Goetz & Baer, 1973). Don and his students published papers on research design (e.g., Parsonson & Baer, 1978), generalization from training (e.g., Stokes & Baer, 1977), and child advocacy (Budd & Baer, 1976).3 All had as their 2 A more thorough bibliography of Don's work and honors is available from Don's colleague, Edward K. Morris, at the above address.…”

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confidence: 99%

In memoriam: Donald M. Baer (1931–2002): A man of intelligence, integrity, courtesy, and humor

Poulson

2002

BEHAV ANALYST

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Donald Baer died suddenly of heart failure at home in Lawrence, Kansas, on Sunday, April 28, 2002, just 2 weeks following a symposium in celebration of his career by over 100 of his students, colleagues, and family. Sadly, he died just 5 weeks before he was to have retired from the University of Kansas.' He is survived by his wife, Elsie Pinkston, and his three daughters with his former wife, Ann Marshall Levine. Their daughters are Ruth, Miriam, and Deborah Baer. His brother Robert Baer also survives him. Don was born in St. Louis, Missouri, on October 25, 1931. His parents were immigrants from Belorussia. They had to work, rather than complete their high-school educations. Their aspirations for their sons included a college education, and they worked hard toward that goal. Don's father was a labor organizer, which required his family to move from town to town. Don said that his father was sometimes beaten. Don himself suffered the abuse of peers because he was Jewish, and because he treasured his schooling and did not hide his academic interests. Nevertheless, Don trained as an elec

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A Use of Self-Instruction to Extend the Generalization of a Self-Instructed In-Common Discrimination

Cited by 7 publications

References 0 publications

Equivalence Class Establishment, Expansion, and Modification in Preschool Children

Equivalence Class Establishment, Expansion, and Modification in Preschool Children

The “Silent Dog” Method: Analyzing the Impact of Self-Generated Rules When Teaching Different Computer Chains to Boys with Autism

In memoriam: Donald M. Baer (1931–2002): A man of intelligence, integrity, courtesy, and humor

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