The Jigsaw CABAS® School: Protocols for Increasing Appropriate Behaviour and Evoking Verbal Capabilities

Deconstructing Common Bidirectional Naming: A Proposed Classification Framework

“…Of course, this hypothesis assumes that learning via observation is more complex than learning via direct teaching. Subsequently, researchers whose work emanated from the concept posited by Greer and Ross (2008) used the term "full naming" to describe the dependent variable in their experimental studies (e.g., Gilic & Greer, 2011;Greer et al, 2005Greer et al, , 2007Greer et al, , 2011Hawkins et al, 2007Hawkins et al, , 2009Pérez-González et al, 2011Speckman-Collins et al, 2007). Table 1 illustrates two predominant research tracks and links them to different theorists.…”

“…Three additional subtypes of naming are linked to incidental bidirectional naming, which refers to acquiring new names of stimuli without direct teaching (e.g., Gilic & Greer, 2011;Greer et al, 2005Greer et al, , 2007Greer et al, , 2011Hawkins et al, 2007Hawkins et al, , 2009Pérez-González et al, 2011Speckman-Collins et al, 2007). These are identified conceptually by Greer and Ross (2008) as the "listener component of naming" (p. 93), the "speaker component of naming" (p. 112), and "full naming" (p. 149).…”

“…If an individual is tested for incidental bidirectional naming and he or she meets the criterion for listener incidental unidirectional naming, but not speaker incidental unidirectional naming, then only speaker incidental unidirectional naming needs to be induced. Greer et al (2005Greer et al ( , 2011 and Hawkins et al (2007) used an intervention, multiple-exemplar instruction, to induce speaker incidental unidirectional naming. As per the proposed classification framework, their participants demonstrated listener incidental unidirectional naming prior to the implementation of multiple-exemplar instruction.…”

“…In summary, congruent with the research track on bidirectional naming, the research track on incidental bidirectional naming also appears to include three subtypes: (a) listener incidental unidirectional naming, or individuals who demonstrate the emergence of untaught listener behavior following exposure to the names of novel items (e.g., Speckman-Collins et al, 2007); (b) speaker incidental unidirectional naming, or individuals who demonstrate the emergence of untaught speaker behavior following exposure to the names of novel items (e.g., Greer et al, 2005Greer et al, , 2011Hawkins et al, 2007); and (c) joint incidental bidirectional naming, or individuals who demonstrate the emergence of both untaught listener behavior and untaught speaker behavior following exposure to the names of novel items (e.g., Gilic & Greer, 2011;Greer et al, 2007;Hawkins et al, 2009;Pérez-González et al, 2011.…”

“…Using contrived stimuli, a match-to-sample procedure (e.g., "match zog") is presented and speaker behavior emerges without further instruction (e.g., the tact "zog" emerges, having only heard the name "zog" in the match-to-sample procedure). Greer et al (2005) Hawkins et al (2007 Joint incidental bidirectional naming Both listener incidental unidirectional naming and speaker incidental unidirectional naming; following an incidental experience providing the name of a novel item, but no direct teaching or direct reinforcement, the novel name can be selected from a choice of items and the tact for the novel name is produced without any further teaching; the novel name emerges as listener behavior and speaker behavior.…”