Developing auditory stimulus control: A note on methodology

Serna, Richard W.; Stoddard, Lawrence T.; McIlvane, William J.

doi:10.1007/bf00952356

Cited by 14 publications

(12 citation statements)

References 17 publications

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“…This procedure, used in the current study, has produced rapid, reliably positive learning outcomes for teaching novel spoken word-referent relations in about 75% of participants with severe disabilities and limited language—a favorable success rate when compared to simple differential reinforcement and other extant methods for teaching auditory-visual relational performances to nonverbal individuals (cf. Carr & Felce, 2008; Serna, Jeffery, & Stoddard, 1996; Serna, Stoddard, & McIlvane, 1992). …”

Section: Studies Of Learning By Exclusion and Stimulus Equivalencementioning

confidence: 99%

Exclusion Learning and Emergent Symbolic Category Formation in Individuals With Severe Language Impairments and Intellectual Disabilities

2009

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"lexigram" (Set C). Exclusion-based learning procedures were used to teach first the 3 auditory-visual relations (A-B relations) and then the 3 visual-visual relations (B-C relations) for each category. Seven participants acquired these initial relations. The untaught relations C-B and A-C were then assessed to evaluate the emergence of symbolic categories. Participants demonstrated virtually errorfree performances on C-B and A-C derived relations. The study helps to define operationally a highly useful procedural path for systematic instruction in symbolic functioning for persons with intellectual and language disabilities associated with autism and other neurodevelopmental disorders.A series of papers published over the last 10 years has described a theoretically inspired program of research to study lexical processes by bridging disciplinary boundaries between psycholinguistics, behavior

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Section: Studies Of Learning By Exclusion and Stimulus Equivalencementioning

confidence: 99%

Exclusion Learning and Emergent Symbolic Category Formation in Individuals With Severe Language Impairments and Intellectual Disabilities

2009

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“…Individuals with developmental disabilities often have more difficulty learning auditory conditional discriminations than visual discriminations (Serna, Stoddard, & McIlvane, 1992). This may be because visual stimuli are static and can cooccur with responses, whereas auditory stimuli are transitory.…”

Section: Auditory Conditional Discriminations and Matrix Trainingmentioning

confidence: 99%

“…Research on training conditional discriminations in intraverbal behavior could be informed by previous research on auditory conditional discriminations and matrix training. The pairing procedure described by Serna et al (1992) could be used to teach conditional discriminations in intraverbal behavior by presenting a complex verbal stimulus (e.g., "Tell me a brown animal") and pairing a picture of "brown" and a picture of "animals" when those words were stated. These visual stimuli could control correct responding and then be faded to transfer control to the auditory stimuli.…”

Section: Auditory Conditional Discriminations and Matrix Trainingmentioning

confidence: 99%

Conditional Discrimination in the Intraverbal Relation: A Review and Recommendations for Future Research

Axe¹

2008

Analysis Verbal Behav

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“…Though establishing auditory stimulus control has been addressed intermittently for many years (Green, 1990;McIlvane & Stoddard, 1981Meyerson & Kerr, 1977;Schreibman, Charlop, & Koegel, 1982;Schreibman, Kohlenberg, & Britten, 1986;Serna, Stoddard, & McIlvane, 1992;Stoddard, 1982;Stoddard & McIlvane, 1989), universal success in establishing auditory discrimination has been elusive, particularly for individuals whose intellectual functioning is very low. One reason may be that the auditory stimuli used in many of these studies are spoken words which, given their many prosodic features (e.g., pitch, duration, rise and fall, rhythm, etc.…”

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confidence: 99%

“…This task has been used, in fact, to train auditory discrimination in individuals with intellectual disabilities. For example, Serna et al (1992) showed that two individuals with severe intellectual disabilities could learn the task when the S+ (the "go" stimulus) was the word "touch" and the S-(the "no-go" stimulus) was the word "wait." However, unpublished subsequent tests of this go/no-go task yielded far less successful results for several additional participants with severe intellectual disabilities, despite the use of stimulus-control shaping and prompting procedures (see McIlvane & Dube, 1992, for a discussion of stimulus-control shaping).…”

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Avaliando Julgamentos Não Verbais De Igualdade/Diferença Entre Estímulos Auditivos Em Indivíduos Com Deficiências Intelectuais: Uma Investigação Metodológica

Serna

Preston

Thompson

2012

REBAC

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RESUMOO presente artigo metodológico relata uma tentativa inicial de avaliar a viabilidade e a utilidade de uma tarefa não verbal para avaliar o julgamento generalizado de igualdade/diferença entre estímulos auditivos em indivíduos com deficiências intelectuais. O Estudo 1 investigou se os participantes poderiam prontamente adquirir uma linha de base de desempenho discriminativo de igualdade/ diferença, em tarefa de "go-left/go-right" (responder à esquerda/responder à direita) com ajuda mínima. Os estímulos-modelo consistiam em pares de sons de frequência única apresentados sucessivamente. Se os sons fossem idênticos, seleções de um estímulo visual no lado esquerdo da tela do computador eram reforçadas. Se os sons fossem diferentes, seleções de um estímulo visual no lado direito da tela do computador eram reforçadas. Dois dos cinco participantes aprenderam prontamente a tarefa, generalizaram o desempenho para outros estímulos e completaram um protocolo rudimentar para avaliar discriminações auditivas que são potencialmente mais difíceis do que aquelas usadas para estabelecer a tarefa inicial. No Estudo 2, dois participantes que não puderam desempenhar a tarefa "go-left/go-right" com os sons de única frequência, mas puderam fazê-lo com palavras faladas como estímulos, transferiram com sucesso o controle das palavras faladas para os sons via um procedimento de esmaecimento e sobreposição de estímulos auditivos. Os achados apoiam a viabilidade de se usar a tarefa como uma avaliação de discriminação auditiva em geral.Palavras-chave: discriminação auditiva, procedimento de resposta à esquerda/resposta à direita, deficiência intelectual, emparelhamento ao modelo, sobreposição e esmaecimento. ABSTRACTThis methodological paper reports an initial attempt to evaluate the feasibility and utility of a nonverbal task for assessing generalized same/different judgments of auditory stimuli in individuals with intellectual disabilities. Study 1 asked whether participants could readily acquire a baseline of auditory same/different, go-left/go-right performance with minimal prompting. Sample stimuli consisted of pairs of successively presented sine-wave tones. If the tones were identical, selections of a visual stimulus on the left side of the computer screen were reinforced. If the tones were different, selections of a visual stimulus on the right side of the computer screen were reinforced. Two of five participants readily acquired the task, generalized performance to other stimuli, and completed a rudimentary protocol for examining auditory discriminations that are potentially more difficult than those used to establish the initial task. In Study 2, two participants who could not perform the "go-left/go-right" task with tone stimuli, but could do so with spoken--word stimuli, successfully transferred control by spoken words to tones via an auditory superimposition-and-fading procedure. The findings support the feasibility of using the task as a general-purpose auditory discrimination assessment.

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Developing auditory stimulus control: A note on methodology

Cited by 14 publications

References 17 publications

Exclusion Learning and Emergent Symbolic Category Formation in Individuals With Severe Language Impairments and Intellectual Disabilities

Exclusion Learning and Emergent Symbolic Category Formation in Individuals With Severe Language Impairments and Intellectual Disabilities

Conditional Discrimination in the Intraverbal Relation: A Review and Recommendations for Future Research

Avaliando Julgamentos Não Verbais De Igualdade/Diferença Entre Estímulos Auditivos Em Indivíduos Com Deficiências Intelectuais: Uma Investigação Metodológica

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