Speaker immersion is a tactic that uses multiple establishing operations to increase speaker behavior for individuals with limited mand and tact repertoires. The purpose of this paper was to evaluate the effects of speaker immersion on the number of independent mands, tacts, and autoclitics emitted by young children with verbal delays. In the first experiment, two children who emitted autoclitic mands in instructional settings, but not in noninstructional settings, participated in 60-minute speaker immersion sessions for three days. Results showed that speaker immersion was effective in increasing the number of independently emitted autoclitic mands in a noninstructional setting for both participants. In the second experiment, two children with independent mands, tacts, and autoclitics in instructional settings, but not in non-instructional settings, received daily, 10-minute speaker immersion sessions. Results showed that speaker immersion also resulted in increased mands, tacts, and autoclitics for these participants. Outcomes are discussed in terms of establishing operations and the utility of speaker immersion as an instructional tactic.
In order for children to benefit from research-based protocols, it is necessary for professionals to implement the protocols with a high degree of fidelity. In this study, we tested the effects of reading a training manual, and a training package that included reading the manual followed by watching a training video on the fidelity of implementing the mirror protocol (e.g., Du & Greer, 2014) to induce generalized imitation. The participants were 16 first-year master's degree candidates from an applied behavior analysis program at a major university. The participants were asked to first assess generalized imitation in a preschool student and then to conduct the mirror protocol with him or her based on the instructions of the manual. Results showed that most of the participants did not follow the exact procedure as a result of reading the manual only. A pre-and postintervention design across participants was used to test the effects of the training package. After the implementation of the training package, all but 1 participant were able to conduct errorless procedures with a preschooler (the last participant also achieved criterion after a booster training in 1-to-1 setting with the experimenter). Our results suggest that video training together with reading the manual was correlated with high fidelity of implementation of the complex protocol.
The Comprehensive Application of Behavior Analysis to Schooling or CABAS ® model is characterized by an organizational system of teacher training and mentoring by those with more expertise in the science of behavior analytic teaching. At the center of the system are the students, whose data drive the system. Decades of research support the CABAS ® model as a whole as well as its components, which include a fundamental unit of measure and analysis, a criterion-referenced assessment that is also a curriculum, and the incorporation of teacher training modules created to develop teachers who are strategic scientists of pedagogy. When the CABAS ® system was first analyzed in 1989, data across one school year reflected the increased effectiveness of instruction as measured by student outcomes. Twenty years later, we provide a comparative analysis of data from a similar school where the CABAS ® model has been faithfully implemented for over two decades. Our data reflect an evolution of the CABAS ® model, as a function of increased teacher expertise, more accurate and valid measurement and analyses of relevant data, and more effective assessment and teaching strategies, all of which have lead to improved student outcomes.
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