Tutorial: Understanding Concepts: Implications for Behavior Analysts and Educators

Layng, T. V. Joe

doi:10.1007/s40614-018-00188-6

Cited by 30 publications

(13 citation statements)

References 20 publications

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“…Thus, future researchers could conduct comparisons of methods for categorizing the putative disparity of stimulus sets to identify feasible and efficient methods that can be used in practice. Furthermore, researchers could evaluate other components of both auditory and visual stimuli that might influence stimulus disparity, such as tones, number of syllables, starting and ending sounds, repetitive syllables or sounds, color, shape, critical features, and visual complexity (e.g., Cariveau et al, 2020; Layng, 2019; Wolery et al, 2014). Comparisons of the effects of other components of auditory and visual stimuli on acquisition could lead to improved practice guidelines for the assignment of stimuli to sets.…”

Section: Discussionmentioning

confidence: 99%

Comparison of sounds and words as sample stimuli for discrimination training

Halbur

Kodak

Williams

et al. 2021

J of App Behav Analysis

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A portion of children diagnosed with autism spectrum disorder (ASD) have difficulty acquiring conditional discrimination. However, previous researchers suggested that the discrimination of nonverbal auditory stimuli may be acquired more efficiently (Eikeseth & Hayward, 2009;Uwer, et al., 2002). For example, a child may learn to touch a picture of a piano after hearing the musical instrument more quickly than when the auditory stimulus is the spoken word "piano."The purpose of the present study was to extend previous research by assessing the acquisition of conditional discriminations with sample stimuli presented as either automated spoken words or high-and low-disparity nonverbal auditory stimuli (i.e., environmental sounds). Conditional discriminations with high-disparity environmental sounds as sample stimuli were acquired rather than or more efficiently than those trained with low-disparity environmental sounds and words as sample stimuli.

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Section: Discussionmentioning

confidence: 99%

Comparison of sounds and words as sample stimuli for discrimination training

Halbur

Kodak

Williams

et al. 2021

J of App Behav Analysis

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“…Concept teaching is a large part of behavior analytic practice. Layng (2018) provides a succinct analysis of concepts: "A concept is defined by a set of common attributes found in each example of the concept" (p. 346). For example, a triangle has a common set of attributes that define it as a closed, twodimensional shape with three straight sides.…”

Section: The Analysis Of Instruction: Concept Teachingmentioning

confidence: 99%

You Have the Big Idea, Concept, and Some Examples ... Now What?

Twyman

Hockman²

2021

Behav Analysis Practice

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Conducting a concept or content analysis is essential in planning efficient effective instruction. Sequencing instruction when teaching a concept is equally essential. Through instructional sequencing, the upfront analysis of identifying critical and variable attributes comes to life and makes for a successful teaching arrangement. Learning concepts can be made easier or more difficult based on the order in which instructional stimuli are introduced and described. In this article we will describe Direct Instruction's emphasis on clear instruction (faultless communication) and its method for sequencing and arranging positive and negative examples (juxtaposition). We will demonstrate how Direct Instruction's five principles of juxtaposition inform examples should be presented to maximize student learning.

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“…Make it fun if the same stories are not repeated because, in narrative intervention, the multiple exemplars promote children's abstraction of the pattern. Thus, by presenting children with different exemplars of the concept across sessions (Layng, 2019), story grammar schema emerges. Children quickly learn that story content is not the salient feature, and what is important is the schematic pattern.…”

Section: Use Multiple Exemplars To Promote Metalinguistics and Generalizationmentioning

confidence: 99%

“…In this manner, children are frequently reminded of the purpose of each story grammar element and the importance of their cohesion for generating a more meaningful whole. This whole-part-whole framework driven by purposeful, explicit instruction has been shown to be effective in a number of narrative intervention studies (e.g., Brinton & Fujiki, 2017, 2019S. L. Gillam, Gillam, & Reece, 2012; all Story Champs studies).…”

Section: Contextualize Unpack and Reconstruct Storiesmentioning

confidence: 99%

Narrative Intervention: Principles to Practice

Spencer

Petersen

2020

LSHSS

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Purpose Narrative interventions are a class of language interventions that involve the use of telling or retelling stories. Narrative intervention can be an efficient and versatile means of promoting a large array of academically and socially important language targets that improve children's access to general education curriculum and enhance their peer relations. The purpose of this tutorial is to supply foundational information about the importance of narratives and to offer recommendations about how to maximize the potential of narrative interventions in school-based clinical practice. Method Drawing from decades of cognitive and linguistic research, a tutorial on narratives and narrative language is presented first. Ten principles that support the design and implementation of narrative interventions are described. Results Clinicians can use narrative intervention to teach story grammar, complex language, vocabulary, inferencing, and social pragmatics. Storytelling, as an active intervention ingredient, promotes the comprehension and production of complex language. Conclusion When narrative intervention is implemented following a set of principles drawn from research and extensive clinical experience, speech-language pathologists can efficiently and effectively teach a broad set of academically and socially meaningful skills to diverse students.

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Tutorial: Understanding Concepts: Implications for Behavior Analysts and Educators

Cited by 30 publications

References 20 publications

Comparison of sounds and words as sample stimuli for discrimination training

Comparison of sounds and words as sample stimuli for discrimination training

You Have the Big Idea, Concept, and Some Examples ... Now What?

Narrative Intervention: Principles to Practice

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