Differential Reinforcement of Correct Responses to Probes and Prompts in Picture‐name Training With Severely Retarded Children

Abstract

A systematic sequence of prompt and probe trials was used to teach picture names to three severely retarded children. On prompt trials the experimenter presented a picture and said the picture name for the child to imitate; on probe trials the experimenter did not name the picture. A procedure whereby correct responses to prompts and probes were nondifferentially reinforced was compared with procedures whereby correct responses to prompts and probes were differentially reinforced according to separate and independent schedules of primary reinforcement. In Phase 1, correct responses to prompts and probes were reinforced nondifferentially on a fixed ratio (FR) 6 or 8 schedule; in Phase 2, correct responses to prompts were reinforced on the FR schedule and correct responses to probes were reinforced on an FR schedule of the same value; in Phase 3, correct responses to prompts were reinforced on the FR schedule and correct responses to probes were reinforced on a continuous reinforcement (CRF; every correct response reinforced) schedule; in Phase 4, correct responses to prompts were reinforced on a CRF schedule and correct responses to probes were reinforced on the FR schedule; in Phase 5, a reversal to the conditions of Phase 3 was conducted. For all three children, the FR schedule for correct responses to prompts combined with the CRF schedule for correct responses to probes (Phases 3 and 5) generated the highest number of correct responses to probes, the highest accuracy (correct responses relative to correct responses plus errors) on probe trials, and the highest rate of learning to name pictures.

Generalization of Naming Responses to Objects in the Natural Environment as a Function of Training Stimulus Modality With Retarded Children

“…Second, training took place in the training room with one of the three stimulus modes. The procedure for name training was a modified version of a standardized procedure which has been described elsewhere (see Kircher, Pear, & Martin, 1971;Olenick & Pear, 1980;Stephens et al, 1975). Third, a posttraining test for learning was conducted in the training room.…”

“…One procedure which warrants an immediate assessment because of its prevalence in language training programs for the retarded is a procedure wherein children are taught to identify stimuli portrayed on colorful picture-cards (e.g., Biberdorf & Pear, 1977;Martin, England, Kaprowy, Kilgour, & Pilek, 1968;Olenick & Pear, 1980; Risley & Wolf, 1967;Stephens, Pear, Wray, & 629 1980, 133, 629-643 NUMBER 4 (WINTER 1980) Jackson, 1975;Wolf, Risley, & Mees, 1964). A question that arises with this procedure is whether learning to name picture-cards in the classroom is the best strategy for enabling children to name the objects represented by those picture-cards when they encounter them in their natural environment.…”

Teaching Mands to Older Adults with Dementia

“…Training The experimenter utilized a transfer of stimulus control procedure (using a textual prompt) within a prompt-probe intermix procedure (Olenick and Pear 1980). Each trial was initiated by contriving the EOs in the same manner as in baseline (except during sessions with Maggie's control puzzle; see below).…”

“…Times New Roman font. The experimenter prompted the correct response by holding the sheet of paper in front of the participant immediately after the presentation of the instruction or situation (Olenick and Pear 1980). The experimenter prompted the response two times before conducting a probe.…”

Using a Direct Instruction Flashcard System with Two Students with Learning Disabilities

“…Flashcards have been suggested as a easy way to teach students discrete skills such as sounds, letter names, important dates in history, etc (Heron, Heward, Cooke, & Hill, 1983;Maheady & Sainato, 1985;Olenick & Pear, 1980;Van Houten & Rolider, 1989;Young, Hecimovic, & Salzberg, 1983). Flashcards have been employed to teach both young children and older students with a wide range of skills in math.…”