This study evaluates the efficacy of using Equivalence Based Instruction (EBI) to teach historical figures to teenagers with autism in a group setting. Stimuli consisted of three eight-member classes of (A) vocal names of inventors, (B) pictures of inventors, and (C) textual names of their inventions. Participants were assigned their own directly trained class members (Participant 1- A₁₂₃₄, B₁₂₃₄ ,C₁₂₃₄) and (Participant 2 - A₅₆₇₈, B₅₆₇₈, C₅₆₇₈). Participants trained on relation A→B, then after mastery, trained on relation B→C. Probes were conducted followed both A→B and B→C training to assess mastery. Participants each received instructions for three trials then alternated as observer for three trials. Results found both participants demonstrated class formation on their trained stimuli, and one participant demonstrated class formation for his train and observed stimuli. This suggest observational learning with EBI was effective for teaching new academic skills to teenagers with autism.

Equivalence based instruction (EBI) has been demonstrated as an effective method for teaching various skills to a wide range of clinical and non-clinical populations. Recent research suggests deictic framing, or perspective switching skills, can be taught to typically and atypically developing children using an EBI teaching paradigm, however the protocols for teaching deictic framing tend to be very long. This study evaluated the effectiveness of a brief EBI and errorless learning program to teach deictic framing to a young woman with learning disabilities. A secondary purpose of this study was to determine if training on one deictic framing program would improve responding on skills that involve other deictic frames. The participant completed a pre and post-test before and after mastering one of four tested EBI programs. Results indicate that EBI is effective in teaching deictic frames, as derived relations emerged following training. The participant’s performance on other skills did not improve. These results also lend support to multiple exemplar teaching. Limitations and future directions for research are discussed.

The current study investigated the effect of observational learning during equivalence based instruction (EBI). Two boys (Tim and Nate) ages 11 and 12 with Autism Spectrum Disorder participated in the study. Participants received small-group EBI training with an embedded observational learning component twice weekly for six weeks. Both participants were given a trained and observation set containing three classes (Class A, Class B and Class C) consisting of four class members. Participants served as both learners and observers during each training session. Each participant was trained on match-to-sample tasks with relations A-B and B-C and tested for class formation across the trained and observation set. Results showed that Tim was able to derive the untrained A-C and C-A relation at 100% correct on both the trained and observation set of stimuli. After the initial training, Nate averaged at 40% and 55% on the trained and observation set of stimuli, indicating that he was unable to derive the untrained relations. Two remedial training sessions were conducted, where Nate was re-exposed to the A-B and B-C training. After the remedial training, Nate averaged at 85% and 67.5%, indicating strong class formation on the trained set of stimuli, and moderate class formation on the observation set. The current study demonstrated the utility of observational learning during EBI. Limitations and implications for clinical practices are discussed.

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Educators and practicing professionals in many fields emphasize the importance of critical thinking for effective decision-making. However, critical thinking skills are not usually directly taught in traditional educational settings. A subset of these skills, identifying logical fallacies, could be amenable to direct instruction using procedures that establish conditional discriminations, such as equivalence-based instruction (EBI). EBI procedures have been shown to be effective and efficient when teaching a variety of skills, including the identification of logical fallacies, when compared with no-instruction and self-instruction control groups. The purpose of this study is to compare the effectiveness of web-based EBI procedures to a more traditional lecture-based instruction format, with and without requiring participants to actively respond to the material, for teaching undergraduate students to identify logical fallacies. Participants were assigned to one of three groups: equivalence-based instruction, lecture-based instruction or lecture-based instruction with active responding. Using a pretest-train-posttest design, performance on multiple-choice tests that target relations among logical fallacy names, descriptions, and examples were compared. The results of this study suggest that EBI is an effective instruction method for teaching college students to identify logical fallacies. When compared to both lecture-based instruction teaching methods, EBI resulted in consistently higher posttest scores following instruction and more consistent acquisition of the nonprogrammed relations (i.e., BA, CA, CB, BC).

Instruction that purposefully develops emergent learning is inherently efficient and is well-supported in behavior science research. This type of instruction is underpinned by two contemporary theories of human language and learning - Relational Frame Theory (RFT) and Stimulus Equivalence. Unfortunately, RFT is not widely taught in higher education in research and practice. Consequently, the adoption of these teaching methodologies at a meaningful scale is out of proportion with their potential benefits for learners across many populations (Dixon, et al., 2018). Most research that does make use of these theories in computer-based instruction involves proprietary or costly software and is therefore unlikely to be replicable. Few low-cost solutions have been proposed to date to address barriers to adoption and application, and the solutions that have been proposed are missing critical features (e.g., Blair & Shawler, 2020). This project 1) determined specific barriers to implementing computer-based derived stimulus relations research and practice, 2) attempted to fill this gap, by developing instruction and training for researchers and practitioners to code their own web-based RFT/equivalence-based instruction tasks, and 3) demonstrated the effectiveness of the above web-based solution via training on derived stimulus relations key concepts and terms. This project supports the methods of behavior science researchers to align with open science standards and provide a tool for researchers and instructors to efficaciously deliver instruction to meet the needs of their learners.

Submitted by FELIPE AUGUSTO MONTEIRO CRAVO null (felipeamcravo@gmail.com) on 2018-03-28T18:29:12Z No. of bitstreams: 1 leitura oral e nomeação de figuras de palavras com dificuldades ortográficas de crianças com deficiencia auditiva e usuárias de implante coclear.pdf: 2704500 bytes, checksum: eb2cd4a72dbf413defd0c2ce33f7fc3c (MD5) / Approved for entry into archive by Maria Marlene Zaniboni null (zaniboni@bauru.unesp.br) on 2018-04-02T17:57:05Z (GMT) No. of bitstreams: 1 cravo_fam_me_bauru.pdf: 2704500 bytes, checksum: eb2cd4a72dbf413defd0c2ce33f7fc3c (MD5) / Made available in DSpace on 2018-04-02T17:57:05Z (GMT). No. of bitstreams: 1 cravo_fam_me_bauru.pdf: 2704500 bytes, checksum: eb2cd4a72dbf413defd0c2ce33f7fc3c (MD5) Previous issue date: 2018-02-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O implante coclear é um dispositivo biomédico que permite aos seus usuários detecção auditiva. Crianças com deficiência auditiva neurossensorial (severa/profunda), bilateral, pré-lingual, têm sido uma das populações mais favorecidas pelos benefícios desta tecnologia. Contudo, algumas crianças implantadas apresentam dificuldades no desenvolvimento de repertórios expressivos (leitura oral e nomeação de figuras) devido a variáveis como: tempo de implante, tempo de privação auditiva, sexo, perfil familiar e reabilitação fonoaudiológica. Para tanto um processo de reabilitação fonoaudiológica e educacional faz-se necessário. Revisões de literatura apontam uma busca crescente no desenvolvimento de procedimentos de ensino para atender as necessidades destas crianças. De maneira particular, estudos nacionais sob o escopo do INCT-ECCE (Instituto Nacional de Ciência e Tecnologia sobre Comportamento, Cognição e Ensino) têm investigado os efeitos do uso de procedimentos e tecnologias de ensino baseadas em equivalência de estímulos. Tem-se demonstrado com esta população que o ensino e o fortalecimento da leitura oral favorece a aprendizagem de nomeação de figuras. Nesta direção, a presente dissertação visa a estender as investigações sobre procedimentos de ensino de leitura oral e nomeação de figuras a crianças com deficiência auditiva e usuárias de implante coclear. Três estudos foram conduzidos. Estudo 1 – apresenta uma revisão de literatura com os descritores “Cochlear Implant”, [and] “Children” [and] “Language”, [and] “Teaching”, no intervalo de tempo entre 2000 e 2016. Objetivou-se investigar: (a) quantidade e as características das investigações sobre procedimentos de ensino de repertório expressivo a crianças com implante coclear, (b) os instrumentos de avaliação mais utilizados e (c) os operantes verbais alvos de ensino. Doze publicações foram encontradas com maior concetração entre os anos de 2012 e 2015; 50% utilizaram delineamentos de sujeito único e o operante verbal mais ensinado foi o intraverbal. Estudo 2 – apresenta uma pesquisa aplicada; a participante foi uma menina de 9 anos de idade com tempo de privação auditiva acima de cinco anos. Objetivou-se verificar a eficácia do Módulo 2 do software ALEPP® sobre o ensino de 64 palavras com dificuldades ortográficas. A participante aprendeu a ler as palavras ensinadas, e por meio do delineamento de múltiplas sondas observou-se que a melhora na leitura aconteceu após a inserção do ensino. Discute-se neste estudo quais as características necessárias das tarefas de ensino para obter os efeitos positivos observados no repertório expressivo (leitura oral) da participante. Ademais, discute-se quais as características de procedimentos de ensino baseados em equivalência. Por fim, o Estudo 3 – baseou-se nas questões emergentes do Estudo 2. Teve como objetivo investigar o efeito de diferentes tipos de ensino (diferenças críticas e múltiplas) com palavras com dificuldades ortográficas, sobre a precisão da leitura e nomeação de crianças usuárias de implante coclear. Duas participantes do sexo feminino, entre 8 e 9 anos de idade, foram submetidas a um procedimento de ensino. Os dados desta pesquisa replicam e extendem os resultados encontrados nas pesquisas nacionais sobre melhora na precisão da fala em nomeação de figuras após ensino e fortalecimento de leitura oral com palavras que apresentam dificuldades ortográficas. Ademais, verificou-se que as dificuldades ortográficas selecionadas por esta pesquisa (i.e., dígrafos e encontros consonantais) produzem efeitos diferentes durante a aprendizagem de leitura oral e nomeação de figuras. Não foram observadas diferenças entre os ensinos com diferenças críticas e múltiplas. Futuras investigações devem (a) ampliar o número de participantes, (b) controlar os efeitos de diferenças críticas e múltiplas dentro dos blocos de ensino, (c) ampliar o número de conjuntos de palavras com dificuldades ortográficas, (d) investigar procedimentos de ensino de operantes verbais mais complexos como intraverbais e autoclíticos. / The cochlear implant is a biomedical device allows they users hearing detection. Children with neurosensory hearing loss (severe/ profoundly), bilateral, prelingual, have been one of the populations most favored by the benefits of this technology. However, some implanted children have difficulties in the development of expressive repertoires (oral reading and naming of figures), can be variables that influence this: time of implantation, time of hearing deprivation, gender, family profile and speech-language rehabilitation. A speech and hearing rehabilitation process is necessary. Literature reviews point to an increasing search for development of teaching procedures to meet the needs of these children. In particular, national studies under the scope of INCT-ECCE (National Institute of Science and Technology on Behavior, Cognition and Teaching) investigated the effects of using procedures and teaching technologies based on stimulus equivalence. It has been demonstrated with this population that the teaching and the strengthening of the oral reading favors the learning of naming figures. The present dissertation aims to extend the investigations on procedures of teaching oral reading and naming figures to children with hearing loss and users of cochlear implants. Three studies were conducted. Study 1 - presents a literature review with the descriptors "Cochlear Implant", [and] "Children" [and] "Language", [and] "Teaching", between 2000 and 2016. The objective was to investigate: (a) quantity and characteristics of investigations on procedures of teaching expressive repertoire to children with cochlear implants, (b) the most used evaluation instruments and (c) verbal operants teaching targets. Twelve publications were found with greater concentration between the years of 2012 and 2015; 50% used single subject designs and the most commonly taught verbal operant was intraverbal. Study 2 - presents an applied research; the participant was a 9-year-old girl with a hearing loss of more than five years until she received the cochlear implant. The aim of this study was to verify the efficacy of Module 2 of ALEPP® software on teaching 64 words with orthographic difficulties. The participant learned to read the words taught, and through the design of multiple probes it was observed that the improvement in reading occurred after the insertion of the teaching. This study discusses the necessary characteristics of the teaching tasks to obtain the positive effects observed in the participant's expressive repertoire (oral reading). Also discussed the characteristics of equivalence-based teaching procedures. Study 3 - was based on the emerging issues of Study 2. Objective was to investigate the effect of different types of teaching (critical and multiple differences) with words with difficult orthography, on reading accuracy and the naming figures with cochlear implantations childrens. Two female participants, between 8 and 9 years of age, underwent a teaching procedure. The data from this research replicate and extend the results found in the national surveys on improving speech accuracy in naming figures after teaching and strengthening oral reading with words that present orthographic difficulties. It has been found that the orthographic difficulties selected by this research (i.e., digraphs and consonant meeting) produce different effects during oral reading learning and figure naming. No differences were observed between the teachings with critical and multiple differences. Future investigations should (a) increase the number of participants, (b) control the effects of critical and multiple differences within teaching blocks, (c) increase the number of spelling problems, (d) investigate teaching procedures of more complex verbal operants such as intraverbal and autoclitic. / PGPTA 54/2014

No description available.