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Vascelli L, Iacomini S, Berardo F, Cavallini F. Using Precision Teaching to Evaluate the Effects of Tact Training on Intraverbals Relations. Behav Anal Pract 2024; 17:332-337. [PMID: 38405278 PMCID: PMC10890984 DOI: 10.1007/s40617-023-00859-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/06/2023] [Indexed: 02/27/2024] Open
Abstract
Interventions involving precision teaching (PT) and fluency-based instruction may promote the acquisition of intraverbal repertoires. We examined the effects of tact fluency training on the emergence of untrained intraverbal component-composite relations for three participants with autism and mild to moderate intellectual disability. We used a multiple-probes across participants design across the three participants, with additional replication across thematic clusters for one participant. The results suggest a relation between tact fluency training and the emergence of untrained intraverbal responses may exist. All participants learned to name items in a category without a nonverbal discriminative stimulus.
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Affiliation(s)
- Luca Vascelli
- TICE Live and Learn, Via Guglielmo de Meis 25, Piacenza, Italy
| | - Silvia Iacomini
- TICE Live and Learn, Via Guglielmo de Meis 25, Piacenza, Italy
| | | | - Francesca Cavallini
- TICE Live and Learn, Via Guglielmo de Meis 25, Piacenza, Italy
- Department of Humanistic, Social Sciences and Cultural Enterprises, University of Parma, Parma, Italy
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Esch BE, Lindblad TL, Clark B, Ali Z. Intraverbal Assessment for Persons with Aphasia or Other Acquired Brain Injury. Anal Verbal Behav 2023; 39:30-59. [PMID: 37397130 PMCID: PMC10313596 DOI: 10.1007/s40616-022-00180-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/23/2022] [Indexed: 01/27/2023] Open
Abstract
An intraverbal assessment was administered to older adults with aphasia, using a hierarchy of questions that required increasingly complex verbal discriminative stimulus control. Five categories of errors were defined and analyzed for putative stimulus control, with the aim to identify requisite assessment components leading to more efficient and effective treatments. Evocative control over intraverbal error responses was evident throughout the database, as shown by commonalities within four distinct categories of errors; a fifth category, representing a narrow majority of errors, was less clear in terms of functional control over responses. Generally, questions requiring increasingly complex intraverbal stimulus control resulted in weaker verbal performance for those with aphasia. A new 9-point intraverbal assessment model is proposed, based on Skinner's functional analysis of verbal behavior. The study underscores that loss or disruption of a formerly sophisticated language repertoire presents differently than the fledgling language skills and errors of new learners, such as typically developing children and those with autism or developmental disabilities. Thus, we would do well to consider that rehabilitation may require a different approach to intervention than habilitation. We offer several thematic topics for future research in this area.
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Affiliation(s)
- Barbara E. Esch
- Esch Behavioral Consultants LLC, PO Box 20002, Kalamazoo, MI 49019 USA
| | | | - Brittany Clark
- Evergreen Communication Therapy Ltd., Waterloo, Ontario Canada
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Vostanis A, Thompson PA, Padden C, Rizos K, Langdon PE. PROTOCOL: Evaluating the application and effectiveness of precision teaching: A systematic review and meta-analysis. CAMPBELL SYSTEMATIC REVIEWS 2023; 19:e1317. [PMID: 37132015 PMCID: PMC10024918 DOI: 10.1002/cl2.1317] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/04/2023]
Abstract
Precision Teaching is a behavior measurement system that emphasizes the development of behavioral repertoires and utilizes Standard Celeration Charts as its primary tool. This system has been applied across various areas, including mainstream and special education, and has successfully improved academic, motor, communication, and other skills. While previous systematic reviews have highlighted important aspects of Precision Teaching, a more comprehensive evaluation is needed to consider all its different applications and recent developments in conceptualizing it. Therefore, this systematic review and meta-analysis will assess the effectiveness of Precision Teaching in accelerating human behavior, identify all the areas of its application, and review the technical aspects of its implementation. The review aims to provide a comprehensive understanding of the system and its potential benefits for individuals in different settings.
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Affiliation(s)
| | - Paul A. Thompson
- Centre for Educational Development, Appraisal and ResearchUniversity of WarwickCoventryUK
| | | | | | - Peter E. Langdon
- Centre for Educational Development, Appraisal and Research, and Centre for Mental Health and Wellbeing ResearchUniversity of WarwickCoventryUK
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Referent-Based Instruction to Strengthen the Verbal Behavior of Early Learners with Autism and Related Language Disorders. Behav Anal Pract 2021; 14:660-672. [PMID: 34631372 DOI: 10.1007/s40617-020-00491-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022] Open
Abstract
The current study evaluated the use of precision teaching to address the verbal behavior deficits of children with autism and other language disorders. From 2013 to 2018, a high-research-activity doctoral university in the south-central United States operated a free clinic that provided applied behavior anlaysis services to early learners in the local community. Participants received referent-based verbal behavior instruction to strengthen their functional language skills by systematically transferring stimulus control across 4 primary verbal operants: mands, echoics, tacts, and sequelics. Referent-based instruction is premised on the notion that proportionate levels of strength among these 4 operants provide the relational flexibility of naturalistic speaking observed in typical language development. This article details the language gains made by 49 participants who received 13 weeks of intervention for 90 min a day, 4 days a week. Relative strengths and weaknesses were identified in the verbal repertoire of each participant, and individualized fluency aims were subsequently developed. Results of pretest and posttest comparisons show that there was a large effect size within the verbal behavior gains of participants who received precision teaching. Implications for implementing referent-based instruction, as well as future areas of research, are discussed.
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Kubina RM. Precision Teaching and Behavior Dynamics. Behav Anal Pract 2021; 14:577-581. [PMID: 34631365 DOI: 10.1007/s40617-020-00482-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022] Open
Abstract
Precision teaching (PT) comprises a sophisticated measurement and decision-making system aimed at helping its users foster superior outcomes for the clients or students they serve. The longevity of PT has led to many discoveries surrounding measurement, performance, learning, and behavior change. The contributions to knowledge derive from a range of studies. Some of the research uses single-case experimental designs, whereas the majority employs an approach called behavior dynamics. The use of behavior dynamics distinguishes PT from behavior analysis. Behavior dynamics does not seek to uncover functional relations. Nevertheless, behavior dynamics represents a sound approach to conduct research, generate reliable information, and engender knowledge.
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Vascelli L, Iacomini S, Gueli G, Cavallini C, Pelizzoni I, Cavallini F, Berardo F. The Effects of the Big 6 + 6 Skills Training on Daily Living Skills for an Adolescent With Intellectual Disability. Behav Anal Pract 2020; 13:955-960. [PMID: 33269205 DOI: 10.1007/s40617-020-00471-6] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022] Open
Abstract
The current study evaluated the effects of training Big 6 + 6 motor skills on untrained daily living skills. Precision teaching suggests that improved speed of component behaviors can lead to better performance of composite skills. Researchers used a pre-post probe single-subject design to evaluate the effects of frequency building on the motor tasks of push and grasp, as well as the associated effects on the composite skills prior to and following intervention on the component skills. Results suggest that the participant increased his frequencies on all of the component skills. The speed and accuracy of composite skills were higher following the intervention. Researchers also assessed for generalization to other significant contexts.
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Shillingsburg MA, Frampton SE. The Effects of the Interspersal of Related Responses on the Emergence of Intraverbals for Children With Autism Spectrum Disorder. Anal Verbal Behav 2019; 35:172-195. [PMID: 31976229 PMCID: PMC6877681 DOI: 10.1007/s40616-019-00110-4] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022] Open
Abstract
The present study evaluated the emergence of intraverbals for 2 children diagnosed with autism spectrum disorder. Prior to baseline, both children demonstrated tact, tact function, listener, and listener by function responses with 12 pictorial stimuli, yet they failed to demonstrate intraverbals related to the function of the items (e.g., "What do you do with [item]?" and "What do you use to [function]?"). Following baseline, previously mastered related tact, tact function, listener, and listener by function tasks were presented prior to probe trials for the target item-function and function-item intraverbals. Results showed that interspersal of the related tasks for a subset of the intraverbals led to the emergence of untrained item-function and function-item intraverbals for both participants. In Experiment 2, the long-term effects of this remedial training on the emergence of untrained intraverbals was evaluated as new tact and listener responses were trained. Results of Experiment 2 showed that tact function and listener by function training was sufficient to establish the emergence of item-function and function-item intraverbals in the absence of related-task interspersal. These results are discussed in relation to current explanations for emergent responding.
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Affiliation(s)
- M. Alice Shillingsburg
- Marcus Autism Center, Atlanta, GA USA
- Emory University School of Medicine, Atlanta, GA USA
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Chen L, Chen H, Xu D, Yang Y, Li H, Hua D. Peer assessment platform of clinical skills in undergraduate medical education. J Int Med Res 2019; 47:5526-5535. [PMID: 31530204 PMCID: PMC6862878 DOI: 10.1177/0300060519861025] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
Objective The study objective was to enhance clinical skills among undergraduate students majoring in clinical medicine in performing physical examination by establishing a novel platform for peer assessment of clinical skills. Methods A total 126 Year 2012 students majoring in medicine and receiving traditional training were assigned to the control group, and 126 Year 2013 students receiving instruction via the peer assessment platform of clinical skills were allocated to the study group. Scores of the physical examination, paper exam, and peer assessment were compared using a t-test, and we performed linear correlation analysis of the data. Results Scores of the physical examination and peer assessment among Year 2013 students (the study group) were significantly higher than those in the control group. Paper exam scores in the study group were also significantly higher than those in the controls. The three assessment scores did not differ significantly according to sex. Conclusions The peer assessment platform can not only improve medical students’ skills and capabilities in physical examination, it can also enhance their theoretical knowledge of basic clinical principles. We determined that sex was not related to the assessment scores obtained by medical students.
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Affiliation(s)
- Liling Chen
- Medical Simulation Center, Nanjing Medical University, Nanjing, China.,The First School of Clinical Medicine, Nanjing Medical University, Nanjing, China
| | - Hong Chen
- Medical Simulation Center, Nanjing Medical University, Nanjing, China
| | - Di Xu
- Medical Simulation Center, Nanjing Medical University, Nanjing, China.,Department Of Geriatrics, The First Affiliated Hospital of Nanjing Medical University, Nanjing, China
| | - Yan Yang
- Medical Simulation Center, Nanjing Medical University, Nanjing, China
| | - Huiming Li
- Medical Simulation Center, Nanjing Medical University, Nanjing, China
| | - Dong Hua
- Department of Mathematics and Computer Science, Nanjing Medical University, Nanjing, China
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Peterson SP, Rodriguez NM, Pawich TL. Effects of modeling rote versus varied responses on response variability and skill acquisition during discrete-trial instruction. J Appl Behav Anal 2018; 52:370-385. [PMID: 30525190 DOI: 10.1002/jaba.528] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2016] [Accepted: 03/03/2018] [Indexed: 11/06/2022]
Abstract
Despite its advantages, discrete-trial instruction (DTI) has been criticized for producing rote responding. Although there is little research supporting this claim, if true, this may be problematic given the propensity of children with autism to engage in restricted and repetitive behavior. One feature that is common in DTI that may contribute to rote responding is the prompting and reinforcement of one correct response per discriminative stimulus. To evaluate the potential negative effects of rote prompts on varied responding, we compared the effects of modeling rote versus varied target responses during the teaching of intraverbal categorization. We also evaluated the effects of these procedures on the efficiency of acquisition of any one correct response. For all four children, any increase in varied responding was fleeting, and for two participants, acquisition was slower in the variable-modeling condition.
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Affiliation(s)
| | | | - Tamara L Pawich
- Florida Institute of Technology and The Scott Center for Autism Treatment
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Emergence of Intraverbals with Antonyms Derived From Relations with Verbal and Nonverbal Stimuli. PSYCHOLOGICAL RECORD 2016. [DOI: 10.1007/s40732-016-0177-0] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Effect of Learning Tacts or Tacts and Intraverbals on the Emergence of Intraverbals About Verbal Categorization. PSYCHOLOGICAL RECORD 2015. [DOI: 10.1007/s40732-015-0145-0] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Belloso-Díaz C, Pérez-González LA. Exemplars and Categories Necessary for the Emergence of Intraverbals About Transitive Reasoning in Typically Developing Children. PSYCHOLOGICAL RECORD 2015. [DOI: 10.1007/s40732-015-0131-6] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Pérez-González LA, Belloso-Díaz C, Caramés-Méndez M, Alonso-Álvarez B. Emergence of Complex Intraverbals Determined by Simpler Intraverbals. PSYCHOLOGICAL RECORD 2014. [DOI: 10.1007/s40732-014-0047-6] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Critchfield TS. Crucial issues in the applied analysis of verbal behavior: reflections on crucial conversations: tools for talking when the stakes are high. Anal Verbal Behav 2010; 26:133-45. [PMID: 22477467 PMCID: PMC2900946 DOI: 10.1007/bf03393087] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022] Open
Abstract
A popular-press self-help manual is reviewed with an eye toward two issues. First, the popularity of such books documents the existence of considerable demand for technologies that address the everyday problems (in the present case, troublesome conversations) of nondisordered individuals. Second, many ideas invoked in popular-press books may be interpretable within an analysis of verbal behavior, although much more than casual translation is required to develop technologies that outperform self-help manuals. I discuss several challenges relevant to research, theory refinement, technology development, and dissemination, and conclude that behavioral alternatives to existing popular-press resources may not emerge anytime soon.
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The effects of textual prompting and reading fluency on the acquisition of intraverbals. Anal Verbal Behav 2010; 26:31-9. [PMID: 22477460 DOI: 10.1007/bf03393080] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022] Open
Abstract
The study examined the effects of textual prompt fading on the acquisition of intraverbals in 3 individuals with developmental disabilities. An alternating treatments design was used to assess the two independent variables. The first independent variable was transfer of stimulus control without component skill fluency. The second independent variable was transfer of stimulus control with component skill fluency, in which participants were taught the textual responses used in the scripts to a level of fluency prior to transfer of stimulus control. The results suggest that transfer of stimulus control was effective for teaching intraverbals and that adding a fluency component resulted in faster acquisition for some participants.
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