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Literature review

Tactics used to increase speaker repertoire for a ‘ tacts wild animals’ programme Stacey Goodman Jigsaw CABAS® School & Nicholls State university. Literature review.

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Literature review

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  1. Tactics used to increase speaker repertoire for a ‘tacts wild animals’ programmeStacey GoodmanJigsaw CABAS® School & Nicholls State university

  2. Literature review • Acquiring language is often difficult for those with developmental disorders such as autism spectrum disorder. Being able to tact items from in and around the environment is an important exchange of communication for those with limited verbal behavior. By identifying ones environmental surroundings such as animals, things that we see in books and via other forms of media, can broaden communicative opportunities for those with special educational needs. Evidence from research carried out on tact instruction has shown that it can increase the number of pure mands and tacts in non-instructional settings. Pistoljevic and Greer (2006) studied the effects of intensive tact instruction on the number of tacts emitted in a non-instructional setting. Their results showed that after mastery of 5 different sets of stimuli, the intervention increased vocal verbal operants across the three participants, particularly pure tacts and results showed a functional relationship. A similar study also supports this evidence, Pereira-Delgado and Oblak (2007) also showed a functional relationship between tact presentation and increasing pure mands and tacts in non-instructional settings. Results from both these studies indicate that where there is a lack of pure mands and tacts for a child, particularly those with developmental delays, the exposure to tact contingencies should be increased.

  3. Literature review continued • The tactic used throughout this study is the learn unit. Learn units consist of three term contingencies; it is the least divisible component if instruction that incorporates both pupil and teacher interaction and it predicts new stimulus control for the pupil (Greer, 1994a). The three terms of the learn unit involves an antecedent, a behaviour and a consequence (Greer & McDonough, 1999; Greer, 2002). An example of this can be seen when the teacher or a computer, under the control of the teacher, presents clear and complete instructions (antecedent), the pupil responds accordingly, and the teacher then delivers a consequence, which comes in the form of either reinforcement (praise, points, ticks) or an error correction procedure. Studies have shown that pupils learn four to seven times more when learn units are in place than when they are absent or incomplete (Albers & Greer, 1991; Ingham & Greer, 1992; Selinske et al., 1991). Previous research conducted to evaluate the learn unit concludes that it is a fundamental measurement of instruction; it can predict pupil learning and allows a measurement for effective and ineffective instruction. The criteria used were based on decision protocol. Greer (2002) and Keohane and Greer’s (2005) decision protocol states that criteria for short term objectives is set at 18/20 or, 90% or higher where increments of 20 learn units are not possible, over two consecutive sessions. According to the decision protocol, data can have an ascending, descending or no trends and these can be variable or stable. If after three data paths there is a stable ascend or after five data paths there is a variable ascend the program continues without the need for a tactic input. However, if after three data paths there is a stable descend or after five variable data paths a no trend or variable descend is seen, a tactic is introduced.

  4. Participant • The participant was 9 year old boy who had a diagnosis consistent with autism spectrum disorder. • He was a listener, speaker, emergent reader and emergent writerand attended a CABAS® school in England. • The programme taught was to increase the pupils speaker repertoire, the long term objective was to independently wild animals using 2D stimuli.

  5. Summary of Method -Variables • The dependent variable was the tact of the wild animal item, presented in 2D colour-picture format, • The independent variable was the implementation of the learn unit.

  6. Summary of Method-Decision Protocol and Criteria • The data in this programme were graphed following the decision protocol and criteria for short term objectives were set at 18/20 over 2 sessions. According to the decision protocol, data can have an ascending, descending or no trends and these can be variable or stable. If after three data paths there is a stable ascend or after five data paths there is a variable ascend the program continues without the need for a tactic input. However, if after three data paths there is a stable descend or after five variable data paths a no trend or variable descend is seen, a tactic is introduced (Greer, R.D., 2002; Keohane,D-D., & Greer, R.D., 2005).

  7. Summary of Method-Tactic and reinforcement • The learn unit was the tactic used through phases 1-5. The antecedent stimulus was presentation of the tact picture by the teacher, the pupil responded to this instruction, the teacher consequated a correct response with reinforcement ‘high-fives’ and vocal praise ‘well done’ or ‘that’s right’. If an incorrect response was given the antecedent stimulus was represented and a correction was vocally given. After five consecutive learn units, the pupil was also given the opportunity to move towards reinforcement time on a group contingency board.

  8. Summary of Method-Procedure • Phase 1 the learn unit was presented as described above and after five data paths the results showed an ascending trend and the decision was made to continue with the learn unit tactic presentation. After a further one data point the pupil met criterion and a contingency shaped decision was made to move onto the next targets. • Phase 2 instructed two new stimuli targets, Flamingo and Ostrich, for the purpose of tact. After five data paths an ascending trend was tacted and the short term objective continued. After a further five data paths a variable trend was tacted and a verbally mediated decision was agreed due to the similarities of the target stimuli being presented. • Phase 3 implemented a change of one of the wild animals to be presented. It was decided that Flamingo and Gorilla would be presented together as targets. A variable trend was tacted after five data paths and a no trend was tacted. A verbally mediated decision was made and the problem in the learn unit was tacted as the antecedent. Presentation of Gorilla stimuli would stay and a change of target wild bird would be used. This decision was not successful and after one data point the phase was ended and the decision was to change the antecedent. • In phase 4 the targets remained the same, presentation of learn units were to be in blocks of no more than five and different media presentations of the targets should be used; for example, books, internet and whiteboard presentations. • The data during this phase, phase 5, showed an ascending trend after five data paths and after a further three data paths the pupil met criterion.

  9. References Albers, A.E., & Greer, R.D. (1991). Is the three-term contingency trial a predictor of effective instruction? Journal of Behavioral Education, 1, 337-354. Greer, R. D., (1994a). A systems analysis of the behaviors of schooling. Journal ofBehavioral Education, 4, 255-264. Greer, R.D. (2002). Designing Teaching Strategies: An Applied Behavior Analysis System Approach. San Diego, CA: Academic Press. Greer, R. D., & McDonough, S. H. (1999). Is the learn unit the fundamental measure of pedagogy? The Behavior Analyst, 22, 5-16. Ingham, P., & Greer, R. D. (1992). Changes in student and teacher responses in observed and generalized settings as a function of supervision observations. Journal of Applied Behavior Analysis, 25, 153-164. Keohane, D., & Greer, R.D. (2005). Teachers use of verbally governed algorithm and student learning. Journal of Behavioral and Consultation Therapy, 1 (3), 249-259. Pereira Delgado, J.A., & Oblak, M. (2007). The effects of daily intensive tact instruction on the emission of pure mands and tacts in non-instructional settings by three preschool children with developmental delays. Journal of Early and Intensive Behavior Intervention, 4, 392-411. Pistoljevic, N., & Greer, R.D. (2006). The effects of daily intensive tact instruction on pre-school students’ emission of pure tacts and mands in non-instructional settings. Journal of Early and Intensive Behavior Intervention, 3, 103-119. Selinske, J.E., Greer, R.D. & Lodhi, S. (1991). A functional analysis of the comprehensive application of behavioral analysis to schooling. Journal of Applied Behavior Analysis, 24,107-117.

  10. Figure 1: The number of correct responses to learn units presented across sessions during a tact wild animals programme.

  11. Teacher Decision OpportunitiesDate of review: 27th March 2012 to 27th September 2012Pupil: Arnav AProgramme: Tacts Wild AnimalsDecision Rationale Phase 1 • Opportunities- the first opportunity for a decision to be made was after six data points when the data trend was an ascend. The data ranged from 6-19 correct responses out of 20 learn units presented per session. The second opportunity for a decision was made was one data point after the first decision opportunity. The pupil had reached criterion at 19 correct responses out of 20 learn units presented. • Strategic questions- No • Related tactics- the learn unit • Level of Verbal behavior- contingency shaped Phase 2 • Opportunities- the first opportunity for a decision to be made was after six data points when the data trend was tacted ascend. The data ranged from 0-11 correct responses to 20 learn units presented. The second opportunity was tacted after six data points the data paths were variable and was tacted as a no trend. The data ranged from 11-15 correct responses out of 20 learn units presented. • Strategic questions- Yes. Where was the problem in the learn unit? The problem in the learn unit was tacted as being the antecedent. The wild animals were too familiar, both large birds of a similar shape, Flamingo and Ostrich. The decision was to change one wild animal 2D picture (Gorilla) and keep the other (Flamingo), interspersing mastered tacts and putting those learn units in probes. This decision was incorrect as shown in phase 4 was not very successful. • Related tactics- the learn unit • Level of Verbal behavior- verbally mediated.

  12. Phase 3 • Opportunities- the first opportunity for a decision to be made was after six data points when the data had arrived at a no trend. The data ranged from 3-9 correct responses out of 20 learn units presented per session. • Strategic questions- Yes. Where was the problem in the learn unit? The problem in the learn unit was tacted as being the antecedent. The decision was to made to target a different wild bird and keep the existing non-bird animal picture. • Related tactics- the learn unit • Level of Verbal behavior- verbally mediated Phase 4 • Opportunities- the first opportunity for a decision to be made was at the first data point when the data was 0 correct responses out of 20 learn units presented per session. • Strategic questions- Yes. Where was the problem in the learn unit? The problem in the learn unit was tacted as being the motivation. However, the decision made was to change the presentation of the learn unit therefore the problem in the learn unit was antecedent. The decision was made to keep the wild animal target the same as in the previous short term objective but use different mediums of presentation of the stimuli such as in books, on the computer and on the whiteboard. The learn units were to be interspersed throughout the day and not in blocks of more than five learn units at a time. • Related tactics- the learn unit • Level of Verbal behavior- verbally mediated Phase 5 • Opportunities- the first opportunity for a decision to be made was after six data points when the data showed an ascending trend. The data ranged from 3-15 correct responses out of 20 learn units presented per session. The second decision was made after four data points when the pupil met criterion. The data ranged from 14-18 correct responses out of 20 learn units presented per session. • Strategic questions- No • Related tactics- the learn unit • Level of Verbal behavior- contingency shaped

  13. Teacher Decisions Correct/IncorrectDate of review: 27th March 2012 to 27th September 2012Pupil: Arnav AProgramme: Tacts Wild Animals

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