Effects of differential observing responses on observational learning across multiple contingencies

Abstract

Whether a child with autism spectrum disorder will exhibit observational learning may depend on their attention to and the stimulus modalities of the observed contingency. We used multiple-probe and repeated-acquisition designs to test observational learning across a diverse set of contingencies, which included hidden edible, hidden toy, hidden video, tact, receptive identification, and intraverbal contingencies. During preteaching, 2 children with autism spectrum disorder showed observational learning with some contingencies. After learning to engage in differential observing responses for observed behaviors and consequences with the hidden-video contingency, 1 child showed generalization of observational learning with receptive identification and intraverbals. Neither child showed generalization with the tact contingency. Thus, teaching was initiated with the tact contingency, which led to generalization of observational learning with tacts. The efficacy of teaching differential observing responses over observational learning was demonstrated. Inconsistent observational learning across contingencies suggests scientistpractitioners should assess observational learning across a variety of contingencies.

The classification and utility of the differential observing response.

“…The studies discussed demonstrate some of the ways in which tacting DORs have been used as components of instructional programs for teaching individuals to distinguish between stimuli on the basis of critical features. Tacting DORs also have been used to teach social behavior (e.g., Blowers et al, 2021; Taylor et al, 2012). In these studies, a tacting DOR was used to teach components of observational learning, which is “learning based on observing the responding of another organism and or its consequences” (Catania, 1998, p. 399).…”

“…This response is consistent with what Skinner referred to as a tact, a verbal response evoked by a nonverbal stimulus (Skinner, 1957), hereafter referred to as a tacting DOR. Studies have used a tacting DOR across a variety of tasks, including delayed matching to sample (DMTS; e.g., Broomfield et al, 2008;Constantine & Sidman, 1975;Geren et al, 1997;Gutowski & Stromer, 2003;Gutowski et al, 1995), constructed response matching to sample (CRMTS; e.g., Tanji et al, 2013), sorting (e.g., Duarte & Baer, 1994;Fjellstrom et al, 1988), vocal tacting (e.g., Devine & Petursdottir, 2022), and observational learning (e.g., Blowers et al, 2021). Selected exemplar studies are discussed briefly in the following paragraphs to illustrate the procedures used in these studies.…”

“…In these studies, a tacting DOR was used to teach components of observational learning, which is "learning based on observing the responding of another organism and or its consequences" (Catania, 1998, p. 399). In Blowers et al (2021), participants learned to tact the behavior of the model and to tact whether the model received a reinforcer following a response. Following the acquisition of the tacting DOR, participants demonstrated observational learning and performed with high accuracy on the target tasks.…”

“…It also promotes a more active, rather than passive, interaction with task-related stimuli (Duarte & Baer, 1994). The use of DORs in the applied literature has fallen into one or more of the following categories: (a) to teach matching to sample (MTS) tasks (e.g., Dube & McIlvane, 1999;Elias & Goyos, 2013, 2015Farber et al, 2017;Walpole et al, 2007), (b) to remediate ineffective teaching procedures (e.g., Kisamore et al, 2016;Tanji et al, 2013;Vedora & Barry, 2016), and (c) to augment observation of the relevant components of a target task (e.g., Blowers et al, 2021;Kisamore et al, 2013Kisamore et al, , 2016Koegel et al, 1981).…”

Research on the influencing factors of the citizen adoption process of China's national integrated online government service platform

“…The research is mainly divided into three directions: comparing individuals with autism with other individuals, helping patients with autism achieve observational learning and supporting reports on the level of observational learning (Townley-Cochran et al, 2015). For example, Blowers et al (2021) proved that whether autistic children can complete observational learning depends on their attention and stimulation of observed events by testing the observational learning of autistic children on various occasional events. Taylor and DeQuinzio (2012) pointed out the necessary skills for completing observational learning and proposed practical strategies to improve these skills in children with autism to help them better integrate into general education.…”