Using tagteach to improve the proficiency of dance movements

Quinn, Mallory; Miltenberger, Raymond G.; Fogel, Victoria A.

doi:10.1002/jaba.191

Cited by 43 publications

(72 citation statements)

References 30 publications

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“…By using an operant learning procedure, these punitive approaches can be avoided. Operant learning procedures have been used successfully with a variety of human athletes and performers (football linemen, golfers, pole- vaulters, and dancers), but to our knowledge, a program that takes advantage of these concepts and uses them for orthopaedic skill training has not been tested before [7,14,19]. We used an operant learning model for two specific complex behaviors, ''tying a locking, sliding knot'' and ''making a low-angle drill hole.''…”

Section: Discussionmentioning

confidence: 99%

“…The foundational tenet of operant learning is that a behavior is more likely to occur if it is reinforced. Behaviors in humans have been successfully reinforced using the acoustic stimulus from a clicker, where the clicker serves as a conditioned reinforcer that marks the moment at which the criterion has been achieved in a way that is languageand judgment-free [13,14]. An example of this method is the teaching procedure TAGteach (teaching with acoustic guidance) (TAGteach International, Indian Trail, NC, USA) that uses operant learning methodologies (including a variety of conditioned reinforcers) along with a process known as chaining [13,17].…”

Section: Introductionmentioning

confidence: 99%

“…When the learned complex behavior (the skill) becomes automatic through reinforcement, deliberate practice, and repetition, the learner's full attention can then be focused on performing the complex task, in any environment, with an expectation of success [5,13,20]. Operant learning with deliberate practice is not a new concept and has been used in a variety of human athletic and performance activities successfully enhancing performance in football lineman, golfers, pole-vaulters, and dancers [7,14,19], but to our knowledge, a program that takes advantage of these concepts and uses them for orthopaedic skill training has not been tested before.…”

Section: Introductionmentioning

confidence: 99%

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Is Teaching Simple Surgical Skills Using an Operant Learning Program More Effective Than Teaching by Demonstration?

Levy

McKeon²

2016

Clinical Orthopaedics &Amp; Related Research

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Background A surgical procedure is a complex behavior that can be constructed from foundation or component behaviors. Both the component and the composite behaviors built from them are much more likely to recur if it they are reinforced (operant learning). Behaviors in humans have been successfully reinforced using the acoustic stimulus from a mechanical clicker, where the clicker serves as a conditioned reinforcer that communicates in a way that is language-and judgment-free; however, to our knowledge, the use of operant-learning principles has not been formally evaluated for acquisition of surgical skills. Questions/purposes Two surgical tasks were taught and compared using two teaching strategies: (1) an operant learning methodology using a conditioned, acoustic reinforcer (a clicker) for positive reinforcement; and (2) a more classical approach using demonstration alone. Our goal was to determine whether a group that is taught a surgical skill using an operant learning procedure would more precisely perform that skill than a group that is taught by demonstration alone. Methods Two specific behaviors, ''tying the locking, sliding knot'' and ''making a low-angle drill hole,'' were taught to the 2014 Postgraduate Year (PGY)-1 class and first-and second-year medical students, using an operant learning procedure incorporating precise scripts along with acoustic feedback. The control groups, composed of PGY-1 and -2 nonorthopaedic surgical residents and first-and second-year medical students, were taught using demonstration alone. The precision and speed of each behavior was recorded for each individual by a single experienced surgeon, skilled in operant learning. The groups were then compared. Results The operant learning group achieved better precision tying the locking, sliding knot than did the control group. Twelve of the 12 test group learners tied the knot and precisely performed all six component steps, whereas only four of the 12 control group learners tied the knot and correctly performed all six component steps (the test group median was 10 [range, 10-10], the control group median was 0 [range, 0-10], p = 0.004). However, the median ''time to tie the first knot'' for the test group was longer than for the control group (test group median 271 seconds [range, 184-626 Conclusions Operant learning occurs as the behavior is constructed and is highly reinforced with the result measured, not in the time saved, but in the ultimate outcome of an accurately built complex behavior. Level of Evidence Level II, therapeutic study.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Is Teaching Simple Surgical Skills Using an Operant Learning Program More Effective Than Teaching by Demonstration?

Levy

McKeon²

2016

Clinical Orthopaedics &Amp; Related Research

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“…This procedure, sometimes referred to as Teaching with Acoustical Guidance (TAGteach; Quinn, Miltenberger, & Fogel, 2015), involves providing auditory feedback (a click from a clicker) when a subject correctly performs a step in a specific behavioral sequence. The auditory feedback has been shown to function as a form of reinforcement as it increases correct performance of multiple skills (Quinn, Miltenberger, James, & Abreu, 2016).…”

Section: Auditory Feedbackmentioning

confidence: 99%

A review of behavioral interventions to enhance sports performance

Schenk

Miltenberger

2019

Behavioral Interventions

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these studies use a multicomponent intervention, they often assess novel component combinations or apply an intervention to a scarcely studied or unstudied sport or target behavior.A recent poll found that three quarters of adults in the United States played sports when they were younger, and one quarter of adults continue to play sports throughout their lives, with more than 50 different sports included (Sports and Health in America, 2015). Additionally, participating in sports has numerous physical and social benefits to the athlete. Furthermore, it is reported that 63% of people in the United States describe themselves as sports fans (Carroll, 2005). This demonstrates the significance of sports within society and indicates the importance of a continued focus on the research of sports-related behavior.Perhaps as a result of the prevalence of professional sports and the widespread participation in sports across countries, there has been a proliferation of sports research in the field of applied behavior analysis (ABA) over the past several decades. Recent publications (e.g., Luiselli & Reed, 2015;Martin, 2015) describe how behavior analytic techniques have been utilized to address a wide range of behaviors across multiple sports and populations.This research is based on principles and procedures of behavioral science established over the past 80 or more years with single-subject designs. Thus, there is not a current review comparing and contrasting the various behavioral procedures that have been used to enhance sports performance and the different sports targeted with a behavioral intervention. The purpose of this paper is to review the research applying behavior analytic procedures to performance enhancement across sports. | METHOD | Inclusion and exclusion criteriaTwo inclusion criteria were used to identify studies for review. First, a behavioral intervention had to be implemented in each study. A behavior intervention includes using any form of an intervention that might alter an observable behavior. Second, the target behavior was sport performance consisting of the measurement of an athlete's observable behavior. Regarding performance enhancement, a sports intervention can target the behavior of the individual playing the sport, or it can target the behavior of the individual coaching the players. Studies were excluded if the focus was solely on physical activity (i.e., exercise promotion) rather than sports performance. Although increasing physical activity can be part of sport performance enhancement, the purpose of such research is generally on health outcomes as opposed to performance enhancement. Additional sports-related studies were excluded if the focus was therapeutic instead of performance based (e.g., using a sports activity to decrease anxiety), the focus was not on performance of a skill related to an organized sport (e.g., throwing a ball), and if the study was not written in English. SCHENK AND MILTENBERGER 249

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“…Whereas a growing body of research shows that behavior analytic procedures can be used to increase desired sports-related behaviors for individuals without disabilities (cf. Harrison & Pyles, 2013;Kladopoulos & McComas, 2001;Quinn, Miltenberger, & Fogel, 2015;Stokes, Luiselli, Reed, & Fleming, 2010), relatively fewer studies have focused on teaching sports-related recreation behaviors to individuals with disabilities. Furthermore, many of these studies focused on increasing physical activity through solitary activities such as swimming or participating in treadmill programs, often in relation to a goal of decreasing problematic behavior (e.g., stereotypy, off-task behaviors; see Celiberti, Bobo, Kelly, Harris, & Handleman, 1997;Nicholson, Kehle, Bray, & Van Heest, 2011;Rogers, Hemmeter, & Wolery, 2010).…”

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confidence: 99%

Chaining Functional Basketball Sequences (with Embedded Conditional Discriminations) in an Adolescent with Autism

Lambert

Copeland

Karp

et al. 2016

Behav Analysis Practice

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Individuals with developmental disabilities successfully participate in fewer recreation activities, including sports activities, than their typically developing peers. Although a functional basketball-playing repertoire might increase social opportunities and physical health for these individuals, no research has outlined a behavior-analytic strategy for teaching this sport. In our study, we taught a 13-year-old male diagnosed with autism to play basketball. During phase 1, we employed discrete-trial training to establish proficiency with nine fundamental basketball skills (i.e., recruiting attention, passing, dribbling, etc.). During phase 2, we used a forward chaining procedure to teach-specific sequences of these component skills that are appropriate for playing offense and defense and for participating in a full-court basketball drill. The participant learned all pre-requisite skills and response chains came under the control of contextually appropriate discriminative stimuli.

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Using tagteach to improve the proficiency of dance movements

Cited by 43 publications

References 30 publications

Is Teaching Simple Surgical Skills Using an Operant Learning Program More Effective Than Teaching by Demonstration?

Is Teaching Simple Surgical Skills Using an Operant Learning Program More Effective Than Teaching by Demonstration?

A review of behavioral interventions to enhance sports performance

Chaining Functional Basketball Sequences (with Embedded Conditional Discriminations) in an Adolescent with Autism

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