The Establishment of Incidental Bidirectional Naming through Multiple Exemplar Instruction: A Systematic Replication

Autor/inn/en	Yoon, Jessica S.; Greer, R. Douglas; Virk, Maninder; Fienup, Daniel M.
Titel	The Establishment of Incidental Bidirectional Naming through Multiple Exemplar Instruction: A Systematic Replication
Quelle	In: Analysis of Verbal Behavior, 39 (2023) 1, S.86-98 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yoon, Jessica S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0889-9401
DOI	10.1007/s40616-023-00181-4
Schlagwörter	Incidental Learning; Naming; Developmental Disabilities; Teaching Methods; Responses; Preschool Children + Suchen Sie Ihr Suchwort? Inzidentelles Lernen; Entwicklungsstörung; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Although many neurotypical children acquire untaught word-object relations incidentally from naturally occurring environmental experiences, many children with and without developmental disabilities require specific intervention. This study examined the effects of rotating listener (match and point) and speaker (tact and intraverbal-tact) responses with added echoics during multiple exemplar instruction (MEI) with training sets of stimuli on the acquisition of Incidental Bidirectional Naming (Inc-BiN). Listener-speaker MEI procedures reported in Hawkins et al. "European Journal of Behavior Analysis," 10(2), 265-273, (2009) were replicated with procedural modification, new instructors, and new participants (four preschoolers with and without disabilities). The listener-speaker MEI with added echoics consisted of rotating across four response operants: match-with-echoics, point-with-echoics, tact, and intraverbal-tact responses. We measured the establishment of Inc-BiN through the number of the correct untaught listener (point) and untaught speaker (intraverbal-tact) responses for untaught stimuli during the listener-speaker MEI with added echoics. We found that listener-speaker MEI with added echoics was effective in establishing Inc-BiN for 3 of 4 participants. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01