Made available in DSpace on 2016-06-02T20:30:51Z (GMT). No. of bitstreams: 1 3853.pdf: 2106632 bytes, checksum: 2ddefedecff5aa31fbb8423fd85a6b20 (MD5) Previous issue date: 2011-06-15 / Financiadora de Estudos e Projetos / The present study undertakes teaching tactile response to four infants, ages 26-29 months, with limited exposure to verbal stimulation. The decision to teach tact response is based on the concept that it is one of the most important categories of verbal operants, therefore, a strong aspect of their control is dependent upon the antecedent stimulation in the physical environment. By controlling the child s antecedent environmental stimuli, she then has a wide variety of circumstances for learning, and, as a result, can enhance her verbal repertoire. In order to verify whether tact learning could enhance conditional discrimination learning, a pairing procedure Matching to Sample Auditory-Visual (MTS) was used as a measure of discrimination learning, plus interlaced tact training. In this manner, two teaching procedures were performed: teaching of vocal tact and MTS. Two babies began training with vocal tact, and two begain with MTS. The tact training consisted of instruction/commands by an adult as a condition for the issuance by the baby of: echoics, selective responses and vocal tact responses. The results indicated that the cumulative curves for solicitation of echoics and selection by the researcher and the corresponding curves for the correct responses by the children had gradual positive acceleration. The performance curves of each of the babies, relative to tact, presented a more accentuated curve relative to the cumulative curves for tact requests by the researchers. The data suggest that the teaching of tact response to the tact command can be considered the more exigent task, compared to the demands of echoic and response selection, ahead of vocalization of the object s name. The results warrant discussion of the concomitance of learning echoic response and selection of objects upon vocalization of the name. The outcome of the MTS is that the four participants achieved the learning criterion for the discrimination of presented stimuli. In the statistical analysis of the correlation between percentage of hits with MTS and the percentage of correct responses in the three tact teaching situations, the results indicate that three of the four participants had a directly proportional relative increase between the MTS correct responses and selection solicitation correct responses. For just one participant, the statistical analysis indicated an higher correlation between the tact solicitation correct responses and MTS correct responses, however, this participant required a greater degree of behavioral listener-speaker training with familiar objects. The teaching method used, which interlaced tact training with MTS was as effective for teaching vocal tact as for teaching conditional discrimination. / O presente estudo teve por objetivo ampliar a exposição à estimulação verbal de quatro bebês, com idades entre 26 e 29 meses, com exposição restrita à estimulação verbal, ensinando os repertórios verbais básicos do comportamento verbal que seriam o ecóico, a relação auditivo-visual e o tato. A decisão de ensinar respostas de tato baseou-se na consideração de que esta é uma das mais importantes classes de operantes verbais, pois uma forte dimensão do seu controle sobre a resposta é exercido pelo estímulo antecedente do ambiente físico. Ao colocar a criança sob o controle dos estímulos antecedentes do ambiente, ela passa a dispor de ampla variedade de condições de aprendizagem e, como consequência, pode ampliar o seu repertório verbal. Com o intuito de verificar se a aprendizagem do tato poderia favorecer a aprendizagem de discriminações condicionais, o procedimento de emparelhamento com o modelo auditivo visual (MTS) foi utilizado como medida de aprendizado das discriminações, sendo intercalado ao ensino do tato. Assim, foram executados dois procedimentos de ensino sendo: ensino de tato vocal e MTS. Dois bebês iniciaram o treino pela aprendizagem de tato vocal, e dois iniciaram o treino com procedimento (MTS). O ensino do tato constou de instrução/mandos do adulto como condição para a emissão, pelo bebê, de: ecóicos; respostas de seleção e respostas de tato vocal. Os resultados indicaram que as curvas acumuladas de solicitação de ecóico e de seleção pela experimentadora e as curvas correspondentes dos acertos das crianças tiveram aceleração positiva gradual. As curvas de desempenho de cada um dos bebês, relativas ao tatear, apresentaram a diferença mais acentuada em relação às curvas acumuladas de solicitações de tato pela experimentadora. Os dados sugerem que no ensino do tato a instrução para resposta de tato pode ser considerada a tarefa que tem maior exigência se comparada às solicitações de ecóico e resposta de seleção diante da vocalização do nome do objeto. Os resultados permitem discutir a concomitância da aprendizagem de ecóico e de resposta de seleção dos objetos diante da vocalização do nome. O resultado do procedimento MTS é de que os quatro participantes atingiram o critério de aprendizagem de discriminação para os estímulos apresentados. Na análise estatística da relação entre o percentual de acertos no MTS com o percentual de acertos nas três condições de ensino de tato os resultados indicaram que para três dos quatro participantes há uma elevada relação diretamente proporcional entre os acertos do MTS e acertos nas solicitações de seleção. Apenas para uma participante, a análise estatística indicou uma elevada relação entre os acertos nas solicitações de tato e acertos no MTS, entretanto para essa participante foi necessária uma maior quantidade de treino de comportamento de ouvinte-falante com os objetos familiares. O procedimento de ensino utilizado, que intercalou o procedimento de ensino do tato com o procedimento MTS, foi efetivo tanto para ensinar o tato vocal como para ensinar discriminações condicionais.

Submitted by Livia Mello (liviacmello@yahoo.com.br) on 2016-09-21T12:29:01Z No. of bitstreams: 1 DissRDBS.pdf: 2067197 bytes, checksum: 5f66defaac763207d5a885501ea67a20 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-21T18:33:09Z (GMT) No. of bitstreams: 1 DissRDBS.pdf: 2067197 bytes, checksum: 5f66defaac763207d5a885501ea67a20 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-21T18:33:18Z (GMT) No. of bitstreams: 1 DissRDBS.pdf: 2067197 bytes, checksum: 5f66defaac763207d5a885501ea67a20 (MD5) / Made available in DSpace on 2016-09-21T18:33:25Z (GMT). No. of bitstreams: 1 DissRDBS.pdf: 2067197 bytes, checksum: 5f66defaac763207d5a885501ea67a20 (MD5) Previous issue date: 2016-02-17 / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / The development and maintenance of vocal verbal repertories that follow structural regularities are processes in need for investigation under the selection by consequences paradigm. The present study investigates the effects of presenting vocal models in passive voice and explicit consequences, of high and medium preference, contingent to descriptions in active voice on the verbal voice of descriptions of Brazilian young children, 4 years old on average. Three experiments were performed. In the first, four children participated. The experimental procedure was composed by five conditions. In the first one, 10 drawings, with two animals interacting, were presented and its descriptions asked. In the second, experimenter and participant alternated in describing 20 drawings, the experimenter always described in passive voice. The third condition was similar to the second, except that descriptions in active voice (divergent) were followed by preferred consequences. The fourth condition was similar to the first one. The fifth condition was similar to the fourth, but it was conducted by an unknown experimenter. All participants described in passive voice after being exposed to the model and continued doing so even when preferred consequences followed descriptions in active voice. But the experimental design may have created a sequence effect between the second and the third conditions. Such limitation was followed in a second experiment. Other four young children participated, 4 years old on average. The procedure was similar to the first experiment, but, the model in passive voice during the second condition was replaced by the presentation of preferred explicit consequences contingent to active voice descriptions. All participants described in passive voice after being exposed to the model, except one. In order to refine the investigation, a third experiment was conducted. Other four young children mean of 4 years old, with different degrees of model following participated. The procedure was identical to the second experiment, but a pre-experimental condition was added in order to measure the participants’ sensibility to the model. Nevertheless, all participants described in passive voice after being exposed to the model in the third experimental condition. The findings point to the importance of investigations on non-arranged contingencies of reinforcement in the development and maintenance of verbal vocal repertoires that follow structural regularities. / O desenvolvimento e manutenção de repertórios verbais vocais que seguem regularidades estruturais são processos pouco investigados sob o paradigma da seleção pelas consequências. O presente estudo investiga os efeitos da apresentação de modelos vocais em voz passiva e de consequências explícitas, de alta e média preferência, contingentes às descrições em voz ativa, sobre a voz verbal das descrições de crianças pequenas, idade média de 4 anos, brasileiras. Três experimentos foram realizados. No primeiro, participaram quatro crianças. O procedimento experimental foi composto por cinco condições. Na primeira condição, 10 desenhos, com dois animais interagindo, foram apresentados e suas descrições solicitadas. Na segunda, experimentador e participante descreveram 20 desenhos alternadamente, sendo as descrições do experimentador sempre em voz passiva. A terceira condição foi semelhante à anterior, porém descrições em voz ativa (divergentes) foram seguidas de consequências preferidas. A quarta condição foi semelhante a primeira. A quinta foi semelhante à quarta, porém foi conduzida por um experimentador desconhecido. Todos os participantes passaram a descrever as figuras em voz passiva após a apresentação do modelo e continuaram a fazê-lo mesmo com apresentação de atividades preferidas contingentes às descrições em voz ativa. Porém, o delineamento empregado pode ter gerado um efeito de sequência entre a segunda e terceira condição. Tal limitação foi investigada no Experimento 2. Participaram outras quatro crianças pequenas, com idades de 4 anos em média. O procedimento foi semelhante ao do primeiro experimento, porém, o modelo em voz passiva durante a segunda condição experimental foi substituído pela apresentação de consequências explícitas preferidas contingentes a descrições em voz ativa. Todos os participantes descreveram os desenhos em voz passiva após serem expostos ao modelo, exceto por um. Buscando refinar a investigação, um terceiro experimento foi realizado. Participaram outras quatro crianças pequenas, média de 4 anos de idade, com diferentes graus de seguimento do modelo. O procedimento foi idêntico ao do segundo experimento, porém, uma tarefa pré-experimental foi adicionada, ela mediu a sensibilidade ao modelo. Não obstante, todos os participantes passaram a falar em voz passiva após serem expostos ao modelo na terceira condição experimental. Os achados apontam para a importância de investigações sobre contingências de reforçamento não arranjadas no desenvolvimento e manutenção de repertórios verbais vocais que seguem regularidades estruturais.

Submitted by Bruna Rodrigues (bruna92rodrigues@yahoo.com.br) on 2016-09-26T13:54:44Z No. of bitstreams: 1 DissMAO.pdf: 2535387 bytes, checksum: 94893406a86f3cd69f30b7613e3fdd29 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-26T18:45:55Z (GMT) No. of bitstreams: 1 DissMAO.pdf: 2535387 bytes, checksum: 94893406a86f3cd69f30b7613e3fdd29 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-26T18:46:04Z (GMT) No. of bitstreams: 1 DissMAO.pdf: 2535387 bytes, checksum: 94893406a86f3cd69f30b7613e3fdd29 (MD5) / Made available in DSpace on 2016-09-26T18:46:13Z (GMT). No. of bitstreams: 1 DissMAO.pdf: 2535387 bytes, checksum: 94893406a86f3cd69f30b7613e3fdd29 (MD5) Previous issue date: 2015-09-23 / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / The present research investigated whether contingencies of competition and/or cooperation, that could be set up on two distinct tasks (music and computer game) would affect the levels of accurate and non-accurate reports by typical children about their performances during those tasks. “Do” consisted in requiring children to play a computerized game or naming musical melodies while “say” consisted in reporting if the trial terminated with a hit or with a miss. Twelve typical children with ages ranging from seven to 11 years old were assigned to two groups with three kids for Experiment 1. Experiments 2 and 3 comprised one group with three children each. During baseline sessions from all the experiments points were presented contingent upon performances on both tasks. After the baseline, the competition contingency was on for Experiments 1 and 3 while cooperation contingency was on for Experiment 2 for its related task (music or game). Baseline contingency was still on for the other task. After some sessions the competition or cooperation contingency was set up to the other task too, thus an inter-task multiple baseline was achieved. On Experiment 3, cooperation contingency was set up for both tasks simultaneously. The points earned for correct responding on the competition contingency was exchanged by tokens that could be exchanged by gifts at the end of the session in depending of the child’s place on a rank (first place, second place and third place). The child that obtained the first place was given the chance to exchange tokens for the most preferred among the other reinforcers that were available. Children that obtained the second and third places were given chance to exchange tokes for the less preferred reinforcers only. On the other hand, the cooperation contingency specified that tokens could be exchanged by the most preferred reinforcers only if children consented in putting their tokens together. For four out of six participants the say-do correspondence decreased when the competition contingency was set up (Experiment 1). But, when cooperation contingency was set up on Experiment 2, the say-do correspondence increased for three children. It is important to notice that the increase on the levels of correspondence was observed only when cooperation contingency was set up for both tasks and not when this contingency was set up for only one task, while the other was under the same contingency as for baseline condition. Performances on the tasks and the levels of say-do correspondence were disturbed by the competition contingency during Experiment 3. This means that levels of say-do correspondence was altered while the accuracy on both tasks decreased. And the onset of the cooperation contingency resulted in increase of say-do correspondence for only one participant (music). It seems fair to assume that shifting a competition to a cooperation contingency can affect the performances on the tasks. But because of the variability on the data obtained on Experiment 2, it not possible to infer to which extent the disturbance in say-do correspondence can be attributed to shifts on contingencies or to the deterioration on task performances. In general, data from all experiments strongly suggests that the levels of say-do correspondence tend to be different when these behavior are measured under competition or cooperation contingencies. Future studies should verify the measurability of say-do correspondence in different experimental designs that could permit a more stringent experimental control over critical variables. / A presente pesquisa investigou, em três estudos, se a exposição a contingências de competição e/ou cooperação empregadas em duas diferentes tarefas (música e jogo de computador) poderia influenciar nos níveis de correspondência do relato verbal de crianças sobre seus erros nas tarefas. Fazer” consistiu em jogar um jogo computadorizado ou nomear estímulos musicais em uma tarefa de música e “dizer” consistiu em relatar se acertou ou não o alvo no jogo ou a nomeação do estímulo musical, após receber feedback pelo computador. Participaram do estudo 12 crianças entre sete e onze anos de idade, divididas em dois grupos de três crianças cada para Estudo 1 e os Estudo 2 e 3 contaram com três participantes, respectivamente. Nos três estudos foram realizadas sessões de linha de base com apresentação de pontos contingentes ao desempenho para as duas tarefas. Em seguida, ocorreu a exposição ao cenário (competição para os Estudos 1 e 3 ou cooperação para o Estudo 2) para a primeira tarefa, enquanto a segunda tarefa permanecerá em linha de base. Posteriormente, o mesmo cenário foi introduzido para a segunda tarefa. No Estudo 3, após o cenário de competição, apresentou-se o cenário de cooperação para as duas tarefas. No cenário de competição os participantes trocavam os pontos obtidos nas sessões por fichas que eram trocadas por brindes, considerando as classificações das crianças em 1º, 2º e 3º lugar e no cenário de cooperação os participantes uniam seus pontos trocados por fichas entre si por brindes. No Estudo 1, a apresentação do cenário provocou quedas dos níveis da correspondência dos relatos de erro para quatro participantes em diferentes momentos de apresentação do cenário. Para Estudo 2, o cenário de cooperação aumentou da acurácia da primeira tarefa (jogo) para três participantes na condição em que o cenário de cooperação foi apresentado na segunda tarefa. Em relação ao Estudo 3, o cenário de competição provocou alteração dos níveis de correspondência nos três participantes de maneira diferenciada com quedas da acurácia em diferentes condições e durante a apresentação do cenário de cooperação ocorreu aumento da acurácia do relato para um participante em apenas uma tarefa (música). Os resultados, em geral, mostram a efetividade de ambos os cenários na alteração da correspondência do relato de erros. Apesar dos indicativos de efetividade dos cenários implementados no presente estudo, limitações do delineamento experimental utilizado sugerem a necessidade de pesquisas futuras que empreguem diferentes delineamentos, de forma a minimizar possíveis problemas operacionais e maximizar o controle experimental.

Made available in DSpace on 2014-06-11T19:29:00Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-02-10Bitstream added on 2014-06-13T18:58:20Z : No. of bitstreams: 1 anastaciopessan_fl_me_bauru.pdf: 2388062 bytes, checksum: 55eeba49a5538b839c77b215b5de8645 (MD5) / Considerando a privação severa da audição e a reabilitação pelo implante coclear o presente estudo teve como objetivos verificar os efeitos de um programa sistemático de fortalecimento de repertório de linguagem receptiva sobre o repertório expressivo. Participaram desse estudo 06 crianças deficientes auditivas implantadas na faixa etária de 11 anos e 4 meses a 14 anos e 2 meses, todos com deficiência auditiva neurossensorial profunda bilateral, com categoria de linguagem 5 e de audição 6, regularmente matriculadas no Ensino Fundamental. Para coleta de dados foi utilizado um microcomputador e o software MST para a programação das rotinas de ensino e teste e registro das respostas do participante. As sessões foram filmadas para o registro e análise das vocalizações. O delineamento consistiu no ensino da tarefa pelo procedimento de emparelhamento com o modelo (pré-treino), em seguida uma avaliação do repertório do participante em modos ativos e receptivos de linguagem (pré-testes gerais). Foram selecionadas seis palavras cujas vocalizações apresentavam distorções para compor as rotinas de ensino e de teste e o fortalecimento ocorreu três a três. O ensino consistiu no fortalecimento do reconhecimento auditivo (relações condicionais auditivo-visuais AB); posteriormente foi realizado um pós-teste de nomeação de figuras (BD) e de leitura de palavras (CD), conduzidos com as seis palavras selecionadas dos pré-testes gerais. Na seqüência, o participante foi exposto ao fortalecimento de relações entre palavra ditada e palavra impressa (AC), seguido, novamente, pelos pós-testes de nomeação de figuras (BD) e leitura de palavras (CD). Após o segundo pós-teste de nomeação era verificada a formação de classes pelo teste das relações BC e CB, seguido pelos pós-testes de nomeação de figuras (BD) e de leitura de palavras (CD)... / Considering the severe deprivation of hearing and cochler implant rehabilitation for the present study was designed to evaluate the effects of a systematic program of building a repertoire of receptive language on the expressive repertoire. Study partiicipants 06 deaf children implanted at the age of 11 years and 4 months to 14 years and 2 months, all with profound bilateral sensorineural hearing loss, with language category 5 and hearing, regularly enrolled in elementary school. To collect data we used a microcomputer and software MST for pragramming the routines of teaching and recording of participant responses. The sessions were taped for the record and analysis of vacalizations. The experient consisted in teaching the task by the pairing procedure with the model (pretraining), then evaluate the repertoire of the participant active and receptive modes of language (pre-tests overall). Six words were selected which had distorted vocals to make up the routines of teaching and strengthening occurred three to three. The teaching consisted in strengthening the auditory recognition (auditory-visual conditional relations AB), later a post-test of picture naming (BD) and word reading (CD), conducted with the six selected words of the pre-tests General. Next, the participant was exposed to the strengthening of relations between word dictated and printed words (CA), followed again by post-tests of picture naming (BD) and word reading (CD). After the second post-test appointment was checked by testing training classes BC and CB relations, followed by post-tests of picture naming (BD) and word reading (CD). Finally, the teaching was done in the selection of syllables that made up the words of instruction (AC) followed by post-tests of vocalization. The relations, have learned auditory-visual relations and class formation attested; results showed variability in the repertoire... (Complete abstract click electronic access below)

Análise hermenêutica de discursos eleitorais relativos ao setor Saúde, registrados em programas de governo por candidaturas majoritárias em disputa pelas Prefeituras de São Paulo e do Rio de Janeiro. Na maioria dos discursos não havia a descrição de estratégias institucionais específicas para a Saúde, muito menos os seus termos de viabilidade e factibilidade. Evidenciou-se quatro perfis discursivos distintos, nos quais as proposições para políticas de Saúde ou estavam reduzidas ao aspecto gerencial ou subsumidas por lugares-comuns discursivos. Em sentido contextual, evidenciou-se a ênfase em apelos dramatúrgicos, sem consubstanciação em outras competências de ação social e institucional. / Hermeneutical analysis of electoral discourses related to the Health sector, registered in government programs by major candidacies in disputes by city halls of São Paulo and Rio de Janeiro. In most speeches, there is no description of a strategy for health, as well as its terms of viability and feasibility. Four distinct discursive profiles were evidenced, in which propositions for Health policies were reduced to the management aspect or subsumed by discursive commonplaces. In a contextual sense, emphasis was placed on dramaturgical appeals, without consubstantiation in other competences of social and institutional action.

Four elementary school children were tested on 120 words containing the short e (e.g., ten, pen) and short a (e.g., tan, pan) sounds. Words were tested in the hear-write (H/W) and see-say (S/S) channels. No programmed consequences were scheduled during baseline (BL) tests 1-3. After BL, an error analysis categorized words based on channel error and topography of error. Praise was delivered during tests 4-6 for correct responses. Children's responses were variable within channel and across channels for a majority of words. By the end of the praise phase, there was a decrease in the number of words with errors, for all children in their error word group. Error topographies began to stabilize for some words during praise.

We evaluated the effects of an instructional package on the emergence of novel intraverbals in children diagnosed with autism. Participants were two boys with a diagnosis of autism who had tact and listener repertoires for common objects and events, some intraverbal responses, and showed an ability to learn new intraverbal responses through direct instruction prior to participating in the study. Tact training, listener training, sorting training, and mixed training (listener and tact training) were conducted with each participant, with a probe to test for emergent intraverbals following each training step. If some emergence was seen during a probe following a training step, probes were conducted with the remaining sets to test for emergence in those sets as well. Multiple-exemplar training was conducted following the training steps if all targets within a set did not meet the criterion for emergence during probes. Results showed that for one participant, all four training steps, in addition to multiple-exemplar training, were needed to see emergence in all targets during probes for two sets, with the last two sets requiring only tact training before all targets had emerged during probes. The second participant required only tact training during three sets, with listener training required for one target in one set before all targets in all sets emerged during probes.

A deficit currently exists in teacher preparation programs for teaching students with Autism Spectrum Disorder (ASD) using evidence-based practices, specifically in the area of Applied Behavior Analysis. As communication deficits are a primary characteristic associated with the diagnosis of ASD teaching communication skills is a common educational goal for students with ASD, and this skill needs to be addressed in teacher education. Mand training is one evidence-based practice applied to teach independent requesting skills to students with ASD. In this study, four teachers serving students with characteristics of ASD in the classroom participated in a multiple-probe across-participants study evaluating the extent to which online training videos prepare teachers in mand training procedures for students with ASD. Concurrent with teacher participants, changes in rates of student mands were evaluated for four students receiving instruction in a multiple probe design. Data analysis consisted of visual analysis of graphically displayed results and calculation of effect sizes. Results indicate that the Online Training Videos (OTV) were not effective as a standalone intervention for preparation of teachers to teach mands, however three student participants showed improved student outcomes.

Deficits in communication are one of the major features among individuals with Autism Spectrum Disorder (ASD), a difficulty that affects all aspects of language. The present study applied an intervention strategy previously applied by Somers et al. (2014) to teach children with ASD to mand for information about location by using the words “where” and “Which.” The study applied a multiple probes design across settings to evaluate the effectiveness of the intervention. The procedure was effective, and the participant acquired manding skills and was able to generalize these skills with novel items. / Applied Behavioral Analysis

In 2 experiments, I studied the effects of an Equivalence Based Instruction (EBI) math intervention on the emergence of untaught selection responses and abstraction to production responses. In Experiment I, using a multiple baseline design, I implemented the EBI intervention among a group of 17 first grade participants with varying levels of math prerequisites and verbal behavior development. The intervention sought to develop a comprehensive relational network for the part-whole relations involved in addition and subtraction operations. This intervention, informed by Verbal Behavior Development Theory, Relational Frame Theory, and research on math proficiency, utilized visual and verbal stimulus presentations of fact families to establish the concepts underlying addition and subtraction. The key concept was that of a fact-family, in which two parts are equivalent to the whole and the whole is equivalent to the sum of its parts. The goal of the EBI intervention was to establish a relational network involving pictures, number bonds, sentences, and equations such that the part-whole relations involved in fact-families could be related to both addition and subtraction. The EBI intervention consisted of 3 phases to build this relational network. In Phase I, participants learned to match sentences describing complete fact-families with pictures and number bonds. In Phase II, participants learned to match sentences describing incomplete fact-families with number bonds. In Phase III, participants learned to match incomplete number bonds with addition and subtraction equations presented in various topographies. Before and after each phase of the intervention, I assessed the degree to which participants acquired untaught responses as well as their performance on production, or problem-solving, probes. Results revealed that the combinatorially entailed response (i.e., matching pictures with number bonds) emerged for all participants, while the mutually entailed response (i.e., selecting sentences) emerged for only some participants. Participants generally improved their problem-solving following the intervention; however, further examination was needed to supplement initial visual analyses of the graphs. Accordingly, I conducted a series of statistical analyses to evaluate individual and group-level differences in responding during the EBI intervention. These analyses also sought to reveal whether math prerequisites or level of verbal behavior development were associated with performance during Phases I, II, and III. Results showed that the EBI intervention was associated with standardized math performance and problem-solving accuracy, and results suggested that verbal behavior development has a meaningful relation with rate of learning. In Experiment II, I aimed to evaluate the educational significance of the repertoires involved in the EBI intervention by conducting a correlational study with 32 additional first grade participants. This experiment revealed that the response-types targeted in Phase III of the intervention were significantly associated with standardized math performance.