Contriving transitive conditioned establishing operations to establish derived manding skills in adults with severe developmental disabilities

The purpose of this study was to demonstrate derived manding skills in 2 adults with severe developmental disabilities and language deficits by contriving transitive conditioned establishing operations. Specifically, we evaluated whether a history of reinforced conditional discrimination learning would ultimately result in a derived mand repertoire, in which participants manded for items that were needed to complete chained tasks. After mastering the first three phases of the picture exchange communication system (PECS), participants were taught to mand for the needed items by exchanging pictures of the items for the items themselves. They were then taught to conditionally relate the dictated names of the items to the corresponding pictures of the items and to relate the dictated names to the corresponding printed words. We then tested, in the absence of reinforcement, whether participants would mand for the items needed to complete the chained tasks using text rather than pictures. Both participants showed the emergence of derived mands and some derived stimulus relations as a result of this instruction. Some of the derived relations were shown to be intact at 1-month follow-up, and scores on derived mand probes were higher at follow-up than before training. In addition, the 2 participants vocally requested the needed items on maintenance test probes, a skill that was never trained and was not previously in their repertoires. These results suggest that a history of reinforced relational responding may facilitate the expansion of a number of verbal skills and emphasize the possibility of a synthesis of Skinner's (1957) analysis of verbal behavior and derived stimulus relations into language-training efforts for persons with significant disabilities.     

A comparison of multiple versus single examples of the correct stimulus on task acquisition and generalization by persons with developmental disabilities

In teaching discriminations to persons with retardation, we often presume we will improve acquisition and generalization if we use multiple examples of boththe correct and incorrect stimuli. Two experiments were conducted to test this hypothesis. In the first experiment, 7 persons with moderate retardation learned to discriminate between functional words under two conditions. In one condition, Multiple Example of S- Only,1 example of the correct stimulus (S+) and 10 examples of the incorrect stimulus (S-) were used during acquisition. In the other condition, Multiple Examples of S+ and S-,10 examples of the S+ and 10 examples of the S- were used. Results showed that the condition which presented only a single example of S+ was superior 16 times and inferior 4 times during acquisition, generalization, and maintenance. A second experiment was conducted to (a) replicate the methodology and procedures in Experiment 1 with different participants, (b) determine whether the results were replicable, and (c) obtain efficiency data. Results replicated the findings of the first experiment. The condition which presented only a single example of S+ was superior on measures of (a) trials to criterion, (b) percent correct during acquisition, and (c) minutes to criterion. On measures of generalization, the two conditions were relatively equal. Thus, the condition which presented only a single example of the correct stimulus was more efficient and was just as effective in generalization as the condition which presented multiple examples of both the S+ and S-. These surprising results were discussed in terms of stimulus control, why students performed just as well during generalization when only one example of the S+ was used, why acquisition was also poorer for this condition, and how future studies might address these points.     

Establishing five derived mands in three adolescent boys with autism

Three 14-year-old boys with diagnoses of autism learned to mand for the delivery or removal of tokens by presenting nonsense syllables (A(1-5), respectively). A match-to-sample procedure was used to establish conditional discriminations between the 5 A stimuli and 5 B stimuli and between the B stimuli and 5 C stimuli. Subsequently, each participant was able to use the C stimuli to mand, illustrating a transfer of function, although 1 participant first required multiple-exemplar training.     

Recombinative generalization of within-syllable units in nonreading adults with mental retardation

Two adults with mental retardation demonstrated the recombination of within-syllable units (onsets and rimes) using a spoken-to-printed-word matching-to-sample (MTS) procedure. Further testing with 1 participant showed comprehension of the printed words. Printed-word naming was minimal before, but greater after, comprehension tests. The findings suggest that these procedures hold promise for further basic and applied analyses of word-attack skills.     

Toward a technology of derived stimulus relations: an analysis of articles published in the journal of applied behavior analysis, 1992-2009

Every article on stimulus equivalence or derived stimulus relations published in the Journal of Applied Behavior Analysis was evaluated in terms of characteristics that are relevant to the development of applied technologies: the type of participants, settings, procedure (automated vs. tabletop), stimuli, and stimulus sensory modality; types of relations targeted and emergent skills demonstrated by participants; and presence versus absence of evaluation of generalization and maintenance. In most respects, published reports suggested the possibility of applied technologies but left the difficult work of technology development to future investigations, suggestions for which are provided.     

Establishing derived categorical responding in children with disabilities using the PEAK‐E curriculum

The purpose of the study was to evaluate a procedure to generate derived categorical responding by three children with disabilities and to promote the emergence of untrained intraverbal categorical responses. In the study, three 4‐member equivalence classes including three stimuli (A, B, and C) and a category name (D) for each class were trained using a match‐to‐sample procedure. Test probes were conducted for categorical responding, including both a trained (D‐A) and two derived (D‐B, D‐C) relational responses, as well as the emergence of untrained intraverbal categorical responding (D‐A/B/C) throughout the study. Relational training was effective at promoting the emergence of categorical responding, and two of the three participants demonstrated the emergence of additional intraverbal responding without prior training. The results provide further evidence supporting the practical utility of stimulus equivalence as well as the PEAK‐E curriculum.     

Resurgence of derived stimulus relations.

Resurgence has been shown in human and nonhuman operant behavior, but not in derived relational responses. The present study examined this issue. Twenty-three undergraduates were trained to make conditional discriminations in a three-choice matching-to-sample paradigm. The training resulted in three equivalence classes, each consisting of four arbitrarily configured visual stimuli. The same 12 stimuli were then reorganized, and the conditional discrimination training was repeated such that three new classes were possible. In a subsequent test of derived relations, most subjects showed response patterns that were consistent with the altered conditional discriminations. Subjects were then exposed to conditional discrimination trials under extinction. Most subjects continued to respond consistently with the most recently reinforced conditional discrimination trials. During the next phase, subjects were exposed to symmetry and equivalence trials. Responses consistent with the most recent training produced feedback saying that the responses were incorrect, whereas other responses produced no feedback. Most subjects showed a resurgence of responding that was consistent with their earlier training. Finally, subjects were exposed to conditional discrimination trials carried out in extinction. Most subjects continued to show a resurgence of responding that was consistent with their early training.     

The development of derived stimulus relations through training in arbitrary-matching sequences

Five-year-old children were taught three-stage sequences of arbitrary matching: A-C, B-C, A-D; A-C, B-D, B-C; or A-C, A-D, B-C. Each stage refers to a sample-comparison relation between stimuli. Unreinforced test probes revealed untrained arbitrary matches (B-D, A-D, and B-D, respectively), derivable by substitution of stimuli with a common sample or comparison function. Additional probes revealed further untrained sample-comparison relations derivable by substitution and identity, including the commuted relations D-B, D-A, and D-B, respectively. These processes may have relevance to conceptual and verbal behavior.     

Using telehealth to teach valued skills to adults with intellectual and developmental disabilities

Telehealth uses electronic information and telecommunication technologies to deliver long-distance clinical services. It has successfully been used by clinical professionals to teach family and staff members to provide evidence-based assessment and treatment procedures. There is no research to date, however, evaluating the use of telehealth to directly teach individuals with intellectual and developmental disabilities (IDD). Thus, we evaluated the efficacy of a telehealth intervention using total task chaining with least-to-most prompting delivered via videoconference to 2 adults with IDD. Both participants demonstrated low independent responding during baseline with enhanced written instructions present. During intervention, which included vocal and model prompting, both participants met the mastery criterion for each skill in fewer than 15 sessions, which maintained after 2 weeks. Finally, both participants expressed satisfaction with the goals, procedures, and effects of the intervention. We discuss the broader scope of the intervention for individuals with disabilities when face-to-face services may not be feasible.     

Young adults with intellectual and other developmental disabilities acquire vocational skills with video prompting

Students with intellectual and other developmental disabilities often require substantial support to acquire the skills needed to secure work experience and paid employment. Prior findings suggest that video prompting is likely to be an effective and feasible strategy for establishing such skills. To evaluate this possibility in a special education transition program, we examined the effectiveness of a video prompting procedure in teaching 8 young adults with developmental disabilities to perform job-related tasks (doing laundry, checking in to work, vacuuming, stripping bed). The intervention was effective with all participants. The skills maintained over 3 months, and the participants performed the tasks accurately in a new setting with different materials. Participants were reportedly satisfied with the intervention and deemed it easy to use.     

Use of a self-regulated strategy intervention to improve word problem-solving skills of students with mild disabilities

We investigated the effects of self-regulated strategy instruction on the ability of four elementary-school students with mild handicaps (2 with learning disabilities [LD] and 2 with mild mental retardation [MMR]) to perform 4 types of addition and subtraction word problems. We used a multiple baseline design and a self-instructional strategy to address story problem solving. Results indicated that the strategy was effective in increasing the number of correctly solved word problems. Gains were maintained across a 6 and 8 week follow-up check. The study supports previous research indicating that cognitive strategies are effective for students with LD and suggests that cognitive strategies are appropriate for students with MMR.     

Cross-domain analogies as relating derived relations among two separate relational networks

Contemporary behavior analytic research is making headway in analyzing analogy as the establishment of a relation of coordination among common types of trained or derived relations. Previous studies have been focused on within-domain analogy. The current study expands previous research by analyzing cross-domain analogy as relating relations among separate relational networks and by correlating participants' performance with a standard measure of analogical reasoning. In two experiments, adult participants first completed general intelligence and analogical reasoning tests. Subsequently, they were exposed to a computerized conditional discrimination training procedure designed to create two relational networks, each consisting of two 3-member equivalence classes. The critical test was a two-part analogical test in which participants had to relate combinatorial relations of coordination and distinction between the two relational networks. In Experiment 1, combinatorial relations for each network were individually tested prior to analogical testing, but in Experiment 2 they were not. Across both experiments, 65% of participants passed the analogical test on the first attempt. Moreover, results from the training procedure were strongly correlated with the standard measure of analogical reasoning.     

Microcomputer-based programmed instruction in identity matching to sample for persons with severe disabilities

Three individuals with mental retardation, who had failed to learn identity matching to sample with standard fading and prompting procedures, were given microcomputer-based programmed instruction. The methods were based on an analysis of two features of typical identity matching procedures: (a) within each trial, the current sample stimulus must control comparison selection, and (b) across trials, specific comparison stimuli must function both as S+ and as S–, depending upon the sample presented (conditional discrimination). During the first phase of training, one-trial acquisition of discriminative stimulus control was established in a nonconditional discrimination context where the S+ or S– functions of specific stimuli did not change from trial to trial. After one-trial learning was established, conditional discrimination was programmed by gradually introducing reversals of S+/S– stimulus functions. All three participants learned to perform conditional identity matching. Avenues for further analysis of the prerequisites for conditional discrimination and continued development of programmed methods are discussed.     

Life skills instruction for children with developmental disabilities

The Preschool Life Skills program is an intervention package designed to teach functional skills to prevent problem behavior in typically developing children. The purpose of the current study was to evaluate the effects of the instructional package (renamed “Life Skills”) with children with developmental disabilities. The program involved teaching 12 life skills to nine participants across four instructional units. The units were instruction following, functional communication, tolerance of denial and delay, and friendship skills. Teachers provided instruction through a three-tiered instructional approach, starting with class-wide instruction followed by small group and one-to-one instruction as necessary. We extended previous research by using visual prompts during all three tiers and progressively increasing intertrial intervals during one-to-one instruction. Results indicated that the intervention led to skill acquisition with all nine participants. The skills maintained 4 weeks after instruction ended.     

Using equivalence‐based instruction to teach piano skills to college students

The purpose of the current study was to evaluate the effects of equivalence‐based instruction (EBI) on the emergence of basic music reading and piano playing skills. Six female college students learned to identify three musical chord notations given their respective dictated names. Participants also learned to play chords on the piano following the dictated name of the chord, and to play the chords to a song on a keyboard. Results are consistent with past research, in that stimuli became substitutable for each other and acquired a common behavioral function. Data suggest that EBI was an effective and efficient procedure to teach adults to read musical notation, as well as play chords and a song on a piano keyboard.     

The effect of social skills training procedures on the acquisition of appropriate interpersonal skills for mentally retarded adults

A pretest/posttest control group design was utilized to examine the effect of social skills training on social interactions with peers, conversational interactions with a novel partner, and ratings of overall social functioning. The results failed to support the hypothesis that social skills training could increase the generalization of overall conversational responding of mentally retarded adults. The results showed that social skills training augmented with self-monitored videotape feedback could not optimize the effects of social skills training alone. The subjects did demonstrate acquisition of the targeted behaviors during training by meeting preestablished criteria for all of the training sessions. However, the subjects failed to generalize those behaviors across settings to in vivosocial situations.     

Emergence of intra verbal antonyms in children with pervasive developmental disorder

In the type of intraverbal that consists of saying the opposite of a word, two intraverbals are related to one another because the response form of each intraverbal functions as part of a discriminative stimulus for the other (e.g., "cold" in response to "name the opposite of hot," and vice versa). Moreover, the contextual cue "Name the opposite of--" is the same in the two intraverbals. The purpose of the present research was to explore a procedure designed to promote emergence of intraverbals of this type. Two children with pervasive developmental disorder learned pairs of intraverbals. Thereafter, they were tested for emergence of intraverbals with reversed stimulus-response functions. Results indicate that, although the participants did not initially show emergence of intraverbals with reversed stimulus-response functions, repeated cycles of probing and teaching facilitated emergence of these relations.     

Increasing the vocal responses of children with autism and developmental disabilities using manual sign mand training and prompt delay

The purpose of this study was to determine the effect of manual sign mand training combined with prompt delay and vocal prompting on the production of vocal responses in nonvocal children with developmental disabilities. A multiple baseline design across participants verified the effectiveness of this intervention. All participants showed increases in vocal responses following the implementation of the independent variables.