The Effects of Multiple Exemplar Instruction on the Relation Between Listener and Intraverbal Categorization Repertoires

Self Cite

Many Early Intensive Behavioral Intervention (EIBI) curricula recommend teaching receptive responding before targeting expressive responding (Leaf & McEachin, 1999; Lovaas, 2003). However, a small literature base suggests that teaching expressive responses first may be more efficient when teaching children with ASD and other developmental disabilities (Petursdottir & Carr, 2011). The present study employed an alternating treatments design to compare the effects of three instructional sequences to teach feature, function, and class to three children diagnosed with ASD: (a) receptive-expressive, (b) expressive-receptive, and (c) mixed. The results suggested that expressive-receptive was the most efficient training sequence for all three participants. Additionally, greater emergent responding was observed with the expressive-receptive training sequence.

supporting

confidence: 86%

The effects of receptive and expressive instructional sequences on varied conditional discriminations

Bao

Sweatt

Lechago

et al. 2017

Self Cite

“…With few exceptions (i.e., Arntzen & Almas, ; Carroll & Hesse, ; Lechago, Carr, Kisamore, & Grow, ; Olaff et al, ; Sidener et al, ), the vast majority of studies published demonstrating the effectiveness of MEI in producing functional interdependence originate from the same group of researchers (i.e., Eby et al, ; Fiorile & Greer, ; Greer & Longano, ; Greer, Stolfi, et al, 2005; Greer et al, ; Greer & Yuan, ; Greer, Yuan, et al, 2005; Hawkins et al, ; Nuzzolo‐Gomez & Greer, ; Speckman et al, ). It should be noted that some investigations conducted by independent research laboratories have failed to replicate the outcomes described above (e.g., Lechago et al, ; Sidener et al, ). Additional independent replications on the effects of MEI are warranted to better understand the strengths of this procedure.…”

Section: Application and Significance Of Meimentioning

confidence: 99%

“…Similarly, different procedural variations of MEI appear to produce different degrees of complexity in emergent responses. In fact, Lechago et al () concluded that their participants' failures to demonstrate novel response forms following MEI may have been due to the complexity of the response required (i.e., intraverbal categorization) following training of relatively simple response forms (selection and tacts).…”

Section: Application and Significance Of Meimentioning

confidence: 99%

The importance of multiple exemplar instruction in the establishment of novel verbal behavior

LaFrance

Tarbox

2019

According to traditional linguistic accounts language, and its generative nature, cannot be taught. From a behavior analytic perspective, language is like any other behavior; it is learned and amenable to change. Based upon Skinner's radical behavioral analysis of verbal behavior, specific procedures have been designed to promote novel verbal relations. However, despite the strength and utility of this approach, using behavioral principles to understand the generativity of language has been challenging. Dependent upon the specific theory (e.g., stimulus equivalence, relational frame theory, bidirectional naming) within the radical behavioral orientation, researchers arrange unique procedures to evaluate the variables responsible for this phenomenon. This paper presents the commonalities and differences of two procedures (i.e., multiple exemplar training, multiple exemplar instruction) with examples of research highlighting the use of both in producing generativity. Further, it describes how multiple exemplar instruction is independent from other procedures leading to this outcome, and concludes by providing recommendations for both research and practice.

“…The results demonstrated no difference in posttest results. More recent research, however, has included posttests in which the researcher implements repeated measures of the tested relation while interspersing trials of the trained relation or an unrelated mastered task (Delfs et al, ; May et al, ), as well as exposing participants to extinction contingencies during training (Lechago, Carr, Kisamore, & Grow, ). It would be beneficial to evaluate whether any of the aforementioned modifications in the training and/or pre‐/posttest procedures are more likely to affect responding than those examined by LeBlanc et al…”

Section: Discussionmentioning

confidence: 99%

A comparison of methods to teach foreign‐language targets to young children

Matter¹,

Wiskow

Donaldson

2019

Using instructional strategies based on derived relational responding (DRR) to teach foreignlanguage targets may result in emergent, untrained foreign-language relations. One benefit of using DRR instructional strategies is the efficiency with which an individual acquires additional stimulus relations as a result of emergent responding following acquisition of one or a small number of relations. In the current study, we compared the efficiency of tact training alone to a traditional foreign-language teaching strategy (i.e., teaching all relations concurrently-mixed training) with four, 4-year-old children. The results demonstrated that tact training was more efficient than mixed training for 5 of 7 stimulus sets. The findings add to the research demonstrating that DRR instructional strategies, specifically tact training, may be more efficient than concurrently teaching all targeted relations.