The topic this time is Poster presentations - those which mention Standard Celeration Charts, Precision Teaching, "charting", or refer to fluency or fluency-training, or fluency-based instruction. Those posters mentioning TAGteach or other auditory bridging stimuli are included because of the interest that some Precision Teachers have in this as a research or practice area and that some Precision Teachers are listed as co-authors of a poster.
Any missing relevant poster presentations are due to being inadvertently missed in the large number of Convention presentations and not for any selective or editorial reasons.
Don't forget that the last day to register for the ABAI Convention at discounted early bird rates is February 24, 2010.
# 93 Poster Session
Saturday 5/29/2010 6:00 PM - 7:30 PM Exhibit Hall A (CC) AAB/Applied Animal Behavior
4. The Effects of Verbal Bridging Stimulus or Mechanical Bridging Stimulus in Positive Reinforcement Training of Sea Otters
INDYA N. WATTS (Chicago School of Professional Psychology), Traci M. Cihon (University of North Texas), Tracy L. Kettering (The Ohio State University), Kenneth T. Ramirez (John G. Shedd Aquarium), John W. Eshleman (The Chicago School of Professional Psychology)
Abstract: The use of mechanical marking stimuli has spread to many areas of training. Mechanical markers, such as clickers, have been used extensively with humans and non-humans to shape desired behavior. However, empirical data evaluating the effectiveness of the clicker in relevant practical application areas such as acquisition time and response maintenance is very limited, and what has been produced is conflicting: one study indicates that mechanical markers decrease acquisition time when compared to other marker modalities, and another indicates that use of mechanical markers does not facilitate acquisition. The purpose of this study is to assess the acquisition and maintenance of responding with two female Alaskan sea otters when the novel responses were shaped and maintained using a verbal bridge, “good,” or the sound of a clicker. A multiple baseline across participants with replication across target behaviors was employed to evaluate the dependent measures of acquisition, response accuracy and the ratio of correct to incorrect responses. Data will be discussed in terms of the implications for trainers, including benefits or drawbacks of use of the two marking stimuli.# 94 Poster Session
Saturday 5/29/2010 6:00 PM - 7:30 PM Exhibit Hall A (CC) AUT/ Autism
56. The Effects of TAG Teach Methods on Sign Language Object-Naming Skills in Nonvocal Children with Autism
MEGAN N. MORIEN (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology), Susan K. Malmquist (Educational Diagnostic & Consulting Services)
Abstract: Many children diagnosed with autism possess a limited verbal repertoire, and sign language has been shown to be an effective method for teaching such verbal skills. Given that sign language entails quick hand movements, delivering immediate reinforcing consequences may prove difficult. Teaching by Acoustical Guidance (TAG) can provide truly immediate consequences following a given movement. The present study used a multielement design to compare the rate of acquisition of object-naming using sign language for four children with autism across three experimental conditions: TAG, and generalized conditioned reinforcers that are contingent and non-contingent. Frequency and celeration data on daily per minute standard celeration charts show the differential effects of the three reinforcement tactics.
Key Words: TAG teach, sign language, verbal behavior, reinforcement tactics, frequency, celeration, children with autism.# 96 Poster Session
Saturday 5/29/2010 6:00 PM - 7:30 PM Exhibit Hall A (CC) DDA/Developmental Disabilities
80. The Effects of High-Probability “Do” and “Don’t” Request Sequences to Increase Compliance
LAURA MAHLMEISTER (The Chicago School of Professional Psychology), Tracy L. Kettering (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology), Nick Wilhelm (The Chicago School of Professional Psychology)
Abstract: A high-probability (high-p) request sequence involves delivering a series of requests that are highly likely to produce compliance (high-p request) prior to issuing a request in which compliance is less likely (low-p request). High-p request sequences have been shown to increase compliance to a variety of requests (e.g. Mace et al., 1988; Neef, Shafer, Egel, Cataldo, & Parrish, 1983). However, previous research has found little improvement in compliance to “don’t” requests even when a high-p sequence was in effect (e.g. Ducharme & Worling, 1994). This study examined the effects of a high-p request sequence on compliance to both “do” and “don't” low-p requests in children with developmental disabilities. Motivating operation (MO) manipulations were evaluated when compliance to the “don't” requests were not initially observed. The MO manipulations included altering the high-p sequence to include “don’t” requests (e.g. “don’t give me a high five”) without altering the low-p request. Results are discussed in terms of MOs and compliance to symmetrical requests.# 98 Poster Session
Saturday 5/29/2010 6:00 PM - 7:30 PM Exhibit Hall A (CC) EDC/Education
106. The Effects of Copy, Cover, Compare Training on the Acquisition of Sight Words in Children Diagnosed With Autism
KARI L. COLWELL (The Chicago School of Professional Psychology), Susan K. Malmquist (The Chicago School of Professional Psychology), Jennifer Goubeaud (The Chicago School of Professional Psychology)
Abstract: Research has demonstrated that the use of phonics is effective in teaching reading skills in general, however little research in sight word acquisition has been conducted with children diagnosed with Autism. The systematic use of phonemes includes presentation of a logical sequence to build letter-sound recognition (NPR, 2000). Research suggests that with fluency training, students can be expected to have longer endurance and more correct responding for trained tasks (McDowell & Keenan, 2001). Previous research that included the copy, cover, and compare (CCC) method to teach a variety of skills across different subject areas demonstrated an increase in student’s academics. (Cieslar, McLaughlin, & Derby, 2008). Additionally, research suggests the CCC method is more effective than picture matching in improving the reading skills of typically-developing children (Cieslar, McLaughlin, & Derby, 2008). The current study examines the use of phonemic fluency and CCC to determine if teaching letter sounds to fluency in addition to implementation of the CCC method affects the acquisition of sight words in children diagnosed with Autism.107. The Effects of Training Component Skills to Fluency on Mathematic Word Problems Accuracy and Rate
JENNA K. NIKULA (The Chicago School of Professional Psychology), Susan K. Malmquist (The Chicago School of Professional Psychology), Melissa Twarek (The Hope Institute)
Abstract: Mathematical word problem solving is an area in which children have difficulties efficiently extracting critical information. Specifically, speed of responding has been shown to be a problem with individuals with disabilities, such as Specific Learning Disabilities or Autism. The results of this study will be used to further a research base that has largely focused only on accuracy of responding for children with special needs. In this study, we will examine the effects of teaching 2nd and 3rd grade children diagnosed with Autism or another developmental disability to identify component aspects of addition and subtraction word problems. Children will be taught to identify the component responses (initial value, change value, operation, and resulting value) using a fluency-based approach. A multiple baseline design across behaviors will be used to show treatment effects. This research will help to determine the extent to which teaching component skills to fluency improves both speed and accuracy of an important composite skill, correct word problem solving.108. The Effects of Mobile and Immobile Record Floors in Fluency Timings on the Rates of Responding and Endurance for Learners in General Education Settings
ANNA BARBARA BRANSKI (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology), Charles T. Merbitz (The Chicago School of Professional Psychology)
Abstract: In this replication and extension of Cissell (2009), the differences in rates of responding during fluency timings are compared between conditions in which immobile and mobile record floors are used. Participants are five- to nine-years-old students from general education classrooms in a public school. Dependent variables in this study are numbers of words read and math facts answered per minute. Several sets of flash cards are used and participants learn to respond to them to pre-determined fluency levels where the recording time is either variable or fixed. First, participants learn to respond to a set of 15 flashcards in each condition until they reach fluency, and then later, they learn new sets of 40 flashcards to fluency in each condition. In each condition, participants are asked to respond to their flashcards in two-minute trials after they reach their fluency aims to determine endurance (Binder, 1996). The present study will check for any differences between rates of responding in mobile and immobile record floors conditions, and differences between these results for sets of 15 cards and sets of 40 cards. Frequency data of acquisition and outcomes of endurance checks will be presented.# 99 Poster Session
Saturday 5/29/2010 6:00 PM - 7:30 PM Exhibit Hall A (CC) VRB/Verbal Behavior
124. Using Lag Schedules to Increase Vocal Variability in Children With Autism
MEGHAN G. MCCLURE (Chicago School of Professional Psychology), Tracy L. Kettering (The Ohio State University), Judah Axe (Simmons College), Nick Wilhelm (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology)
Abstract: Variability has been demonstrated to be an operant dimension of behavior (Page & Neuringer, 1985), and as an operant, variability can be systematically increased using reinforcement for variable responding. Lag schedules require that responses meet a minimum level of variability by reinforcing only responses that differ from the previous number of responses designated by the Lag schedule. In previous research, Lag schedules of reinforcement have been used to increase variability in answering social questions (Lee, McComas, & Jawor, 2002), selection of classroom activities (Cammilleri & Hanley, 2005), and vocal verbal behavior (Esch, Esch, & Love, 2009). Variability may be useful for producing responses that can later be shaped into appropriate verbal behavior. This study assessed the effects of using Lag schedules of reinforcement to increase phonemic vocal variability in children with autism by providing reinforcement for sounds that differed from the previous trials. Results are discussed in terms of implications for producing variable responses in children with autism.# 199 Poster Session
Sunday 5/30/2010 12:00 PM - 1:30 PM Exhibit Hall A (CC) AUT/Autism
37. The Effects of Precision Teaching Frequency Building of Language Component Skills on the Performance of Language Composite Skills in Adults With Autism
MARY SENS AZARA(Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Marlene Cohen (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Donna L. Sloan (Rutgers University), Meredith Bamond (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Joseph Novak (Douglas Developmental Disabilities Center, Rutgers, The State University of New Jersey), Robert LaRue (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey)
Abstract: Each year, many learners with autism are aging out of school programs and moving into adult programs. More needs to be done to provide quality services in the least restrictive environment possible for these adults. Precision Teaching with frequency building procedures is one method that holds promise as an efficient and effective means of instruction for older learners. This research is proposed to extend previous clinical demonstrations of the impact of Precision Teaching with frequency building procedures to the realm of language skill acquisition. Previously, pilot research in this area has indicated results similar to those of fine motor skill studies, when implementing frequency building of verbal language components. Preliminary results indicate that the application to new untaught skills has a cumulative effect of more rapid acquisition of related language skills. Using a multiple baseline design, this research continues to explore whether instruction of component language skills should end when minimum frequency aims are initially achieved, or if continuing instruction of component skills to higher frequencies enhances performance of language composite skills. The proposed research will examine the cumulative effect of frequency building of three component skills on performance of a single composite skill.# 204 Poster Session
Sunday 5/30/2010 12:00 PM - 1:30 PM Exhibit Hall A (CC) EDC/Education
120. The Differential Effects of SAFMEDS and Practice Sheets on Math Facts Acquisition and Physiological Measures Equated to Test Anxiety
LAUREN HOPKINS (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology), Diana J. Walker (The Chicago School of Professional Psychology)
Abstract: Flashcards designated as SAFMEDS (Say All Fast a Minute Every Day Shuffled) are a Precision Teaching procedure used to promote fluency of a verbal repertoire. Although empirical studies have used the Precision Teaching paradigm to consistently produce learning (as defined by positive celeration) in a variety of subjects, the effect of SAFMEDS alone on rate of response or celerations has not been widely investigated. The current study used a multiple-baseline across participants experimental design to explore the isolated effect of SAFMEDS on the acquisition of math facts in students aged 7-15 as compared to math facts learned through daily practice worksheets. Additionally, periodic measures of heart rate were taken during testing situations to determine the effects of each procedure on a common measure of anxiety. Using heart rate as an additional dependent variable represented an attempt to discern whether or not either procedure could decrease anxiety during stress-inducing situations - specially during math tests - a socially significant problem for many students.
Key Words: SAFMEDS, Precision Teaching, heart rate, frequency, celeration, practice, worksheets, anxiety, testing, children.# 205 Poster Session
Sunday 5/30/2010 12:00 PM - 1:30 PM Exhibit Hall A (CC) VRB/Verbal Behavior
125. The Effects of Handwritten and Typed SAFMEDS on Performance and Retention of Sequelic Intraverbal Behavior
SHANNON DUNCAN (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology), Charles T. Merbitz (Chicago School of Professional Psychology)
Abstract: This study will show data collected on the use of handwritten versus typed “See-Say” SAFMEDS. SAFMEDS are a Precision Teaching (PT) learning tool named after their method of “say all fast a minute each day shuffled.” SAFMEDS are flashcards that facilitate learning new material through quick timings that lead to fluency. Each card is a visual stimulus for a paired associate response. Learners “See” a term on one side of a card and then should “Say” the term which is the paired associate. In the study, participants will train to fluency using one set in either handwritten or typed typography, then test out on the other set. The visual typography of the SAFMEDS will be compared to see the effects on performance and retention of sequelic intraverbal behavior. Graduate students at The Chicago School of Professional Psychology will serve as participants. Participants will be between the ages of 22 and 26 years old. Data will be collected.# 302 Poster Session
Sunday 5/30/2010 6:00 PM - 7:30 PM Exhibit Hall A (CC) AUT/Autism
39. Teaching Vocal Imitation to a Child With Autism
NICOLE CARLSON (Organization for Research and Learning), Krista Zambolin (Organization for Research and Learning)
Abstract: This paper will demonstrate how a non-verbal four year old child with autism was taught to imitate vocal sounds. The student was involved in a home based behavior analytic program that utilized applied behavior analysis (ABA), precision teaching, and fluency based instruction. The young child began her ABA therapy in February 2006, and over the next three years obtained 25-30 hours of ABA therapy each week. The purpose of this program was to teach vocal control of singular sounds as a composite skill to verbally communicating. With the help of a Speech Pathologist (who aided us with the scope and sequence of sounds for this child) we used timed practice and charted data to make data-based decisions. Through direct instruction the student successfully learned to purposefully emit and imitate the sounds /m/ /h/ and /a/ over the span of eleven months. All data observed was recorded and will be displayed on a standard celeration chart.# 307 Poster Session
Sunday 5/30/2010 6:00 PM - 7:30 PM Exhibit Hall A (CC) TBA/Teaching Behavior Analysis
114. Training Applied Behavior Analysis Concepts to Therapists With the Use of Say All Fast Minute Each Day Shuffle
NANETTE RAE LAFOREST (The Chicago School of Professional Psychology), Susan K. Malmquist (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology)
Abstract: Applied behavior analysis (ABA) is a proven treatment model for children diagnosed with autism. For this methodology to be effective, it is critical the child’s therapist can effectively apply ABA terms to everyday therapy sessions. Lindsley’s precision teaching is an effective teaching method that allows the learner to go at his or her own pace and monitor progress by charting frequency. Say all fast minute each day shuffle (SAFMEDS) was coined in the 1970s by Ogden R. Lindsley. This precision teaching method has proven success in different settings, with a variety of populations, but a lack of research exists within the population of typically developing adults. The purpose of this study is twofold, first to determine the effectiveness of the use of SAFMEDS by, 4-6 adult female ABA therapists on their accuracy and rate of acquisition of applicable ABA terms. Second, it will determine the rate at which fluency of the material will be reached using daily practice versus practice scheduled twice per week, and which practice schedule will lead to better retention of material. Data collected (i.e., pre/post-test scores) will represent the effectiveness SAFMEDS can have on initial staff training, as well as retention of skill over time.127. Ahhh! It’s GRE Vocabulary! Precision Teaching and Fluency Timings, Help!
SARAH SMUGALA (Loyola University of Chicago), Joseph H. Cihon (Special School District of St. Louis County), Traci M. Cihon (University of Northern Texas)
Abstract: Fluency timings are a subset of precision teaching that have been empirically demonstrated to assist individuals in improving their rate and accuracy (fluency). In the current implementation, potential GRE vocabulary words were practiced across two learning channels: see word/say definition and hear word/say definition. Interspersed 30s, 1 min, and 2 min timings were conducted for both channels. Words were introduced at five to ten words per day until 250 words were introduced. The aim was set at 50 correct per minute with fewer than two errors in each timing. Correct and incorrect responses were recorded and plotted on Standard Celeration Charts.
# 479 Poster Session
6:00 PM - 7:30 PM Exhibit Hall A (CC) VRB/Verbal Behavior
124. Effects of Fluency Training on Emergent Equivalence Relations
PATRICK B MARCOTTE (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology), Diana J. Walker (The Chicago School of Professional Psychology)
Abstract: The effects of fluency training on equivalence relations produced by conditional discrimination procedures have not been effectively addressed. In the present study, the effects of adding a fluency-building component in a matching-to-sample object identification task are assessed. College students are taught to select set-B and set-C comparisons in the presence of set-A sample stimuli without a response rate criterion. 25 three-member stimulus classes (A1B1C1, A2B2C2, etc.) are tested for peak response rate on probes for emergent symmetrical relations (B comparisons conditionally upon A samples, C comparisons conditionally upon A samples) and emergent transitive relations (B comparisons conditionally upon C samples and C comparisons conditionally upon B samples). Next, participants are taught to select set-E and set-F comparisons conditionally upon set-D samples at a rate of 50 correct per minute. 25 three-member stimulus classes (D1E1F1, D2E2F2, etc.) are tested for peak rate of response on probes for symmetry (E-D, F-D) and transitivity (E-F, F-E). Frequency data are presented for each condition illustrating the effects of adding a fluency requirement.
Previous post:
Tuesday, February 9, 2010
ANNOUNCE: Precision Teaching events at ABA International Annual Convention, San Antonio , TX - Early registration ends Feb. 24, 2010.
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DISCLAIMER: Information is posted for informational or educational purposes of readers but is not, nor claims to be, an official outlet of the Standard Celeration Society or any other organization or business.
Readers are directed to seek definitive information from those primary sources
DISCLAIMER: Information is posted for informational or educational purposes of readers but is not, nor claims to be, an official outlet of the Standard Celeration Society or any other organization or business.
Readers are directed to seek definitive information from those primary sources
