Teaching Arbitrary Matching via Sample Stimulus‐control Shaping to Young Children and Mentally Retarded Individuals: A Methodological Note

Zygmont, D. M.; Lazar, Ronald M.; Dube, William V.; McIlvane, William J.

doi:10.1901/jeab.1992.57-109

Cited by 52 publications

(37 citation statements)

References 14 publications

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“…Furthermore, the results from the other four participants (i.e., Michael, Dwight, Andy, and Pam) indicate that positional prompts can be an effective means of developing the desired stimulus control. It is important to note that transfer of stimulus control occurs during the fading of the prompt (Etzel & LeBlanc, 1979;Touchette, 1971;Zygmont, Lazar, Dube, & McIlvane, 1992). Perhaps future research should examine the best practice in successfully fading various prompt types to develop desired stimulus control, rather than determining which prompt itself is the best practice.…”

Section: Discussionmentioning

confidence: 99%

An Evaluation of Positional Prompts for Teaching Receptive Identification to Individuals Diagnosed with Autism Spectrum Disorder

Leaf

Cihon

Townley-Cochran

et al. 2016

Behav Analysis Practice

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In this study, we evaluated the effects of positional prompts on teaching receptive identification to six children diagnosed with autism spectrum disorder (ASD). The researchers implemented a most-to-least prompting system using a three level hierarchy to teach receptive picture identification. Within the prompting hierarchy, only positional prompts were used. The most assistive prompt was placing the target stimulus 12 in. closer to the participant, the less assistive prompt was placing the target stimulus 6 in. closer to the participant, and no prompt was placing the target stimulus in line with the alternative stimuli. A non-concurrent multiple baseline design across behaviors was used to evaluate the effectiveness of the positional prompt. Results indicated that the implementation of positional prompts resulted in participants reaching mastery criterion and maintaining skills at follow-up for the majority of the participants. The results of the study have both future clinical and research implications.

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Section: Discussionmentioning

confidence: 99%

An Evaluation of Positional Prompts for Teaching Receptive Identification to Individuals Diagnosed with Autism Spectrum Disorder

Leaf

Cihon

Townley-Cochran

et al. 2016

Behav Analysis Practice

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show abstract

“…It has, however, inspired a parallel body of work by laboratories involved in the study of stimulus control processes in individuals with MR (McIlvane, Dube, Kledaras, Iennaco, & Stoddard, 1990;K. J. Saunders & Spradlin, 1989, 1993Zygmont et al, 1992). Difficulties establishing arbitrary matching have almost certainly impeded research on equivalence relations in individuals with MR.…”

Section: Discussionmentioning

confidence: 99%

“…Most of the studies were completed before the relatively recent development of teaching procedures specifically designed for conditional discrimination (K. J. Saunders & Spradlin, 1990, 1993Zygmont, Lazar, Dube, & McIlvane, 1992). Appendixes A, B, and C (7th column) show that AMTS performances were most often taught either with trial-and-error procedures or with relatively crude instructional programming.…”

Section: Preexisting Skillsmentioning

confidence: 99%

Equivalence Relations in Individuals With Language Limitations and Mental Retardation

O’Donnell

Saunders

2003

J Exper Analysis Behavior

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The study of equivalence relations exhibited by individuals with mental retardation and language limitations holds the promise of providing information of both theoretical and practical significance. We reviewed the equivalence literature with this population, defined in terms of subjects having moderate, severe, or profound mental retardation. The literature includes 55 such individuals, most of whom showed positive outcomes on equivalence tests. The results to date suggest that naming skills are not necessary for positive equivalence test outcomes. Thus far, however, relatively few subjects with minimal language have been studied. Moreover, we suggest that the scientific contributions of studies in this area would be enhanced with better documentation of language skills and other subject characteristics. With recent advances in laboratory procedures for establishing the baseline performances necessary for equivalence tests, this research area is poised for rapid growth.Key words: stimulus equivalence, mental retardation, language limitations, relational learning, conditional discrimination, humansThe 30th anniversary of the publication of Sidman's first paper on equivalence relations was marked in 2001. The study (Sidman, 1971) demonstrated rudimentary reading comprehension of 20 words in an adult male with severe mental retardation (MR). At the beginning of the study, the man could neither match the printed words to representational pictures nor select the printed words upon hearing them spoken. He could, however, select the corresponding pictures upon hearing most of the words spoken, and he was taught to select the pictures that he did not initially know. He also could correctly name most of the pictures before any training. He was taught to select the corresponding printed word upon hearing each of the 20 words spoken. After mastering the spokento-printed word task, the subject then selected printed words to match their corresponding pictures, and vice versa. Further, he named most of the printed words. This outcome demonstrated that the man learned more about the stimuli than was taught di- rectly. Emergent performances like these are critical components of language development.Sidman and Tailby (1982) formalized a set of tests designed to distinguish conditional relations that were merely unidirectional, rote chains from those that could serve as prerequisites of emergent relations. They called the latter ''equivalence relations.'' Sidman and colleagues proposed that the definition of equivalence relations captured essential properties of the kind of relational learning that is typically labeled as symbolic or representational. For example, consider a child who learns to select the numeral 2 (from among several numerals) when he hears the word ''two,'' and also learns to select the printed word two (from among several words) when he sees the numeral 2. In a positive test for reflexivity, the child selects the numeral 2 when shown the numeral 2. In a test for symmetry, the printed word is presented as the...

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“…The literature now contains two promising new procedures for establishing arbitrary matching to sample in subjects with mental retardation-ours, and a procedure reported by Zygmont, Lazar, Dube, and McIlvane (1992). Both procedures establish the same skill components but in different orders.…”

Section: Methodsmentioning

confidence: 99%

Conditional Discrimination in Mentally Retarded Subjects: Programming Acquisition and Learning Set

Saunders

Spradlin

1993

J Exper Analysis Behavior

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In Experiment 1, 3 subjects with retardation were exposed to two visual-visual arbitrary matchingto-sample problems each day. One conditional discrimination was presented under trial-and-error conditions, and the other was presented under a component training procedure. The latter began by establishing the comparison discrimination and its rapid reversal. The successive discrimination between the sample stimuli was established through differential naming. Then, sample naming was maintained in conditional discrimination sessions in which the same sample was presented in blocks of consecutive trials. Block size was decreased across sessions until sample presentation was randomized as in trial-and-error training (but with naming maintained). Two subjects initially learned only with component training. The performance of the 3rd subject was inconsistent across conditional discriminations. One of the successful subjects ultimately learned rapidly and consistently with trial-anderror procedures. Experiment 2 sought to demonstrate learning set in the other 2 subjects. Elements of the component training procedure were withdrawn over successive conditional discriminations. Ultimately, 1 subject nearly always learned under trial-and-error conditions, and the other learned under trial-and-error conditions combined with differential sample naming.

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Teaching Arbitrary Matching via Sample Stimulus‐control Shaping to Young Children and Mentally Retarded Individuals: A Methodological Note

Cited by 52 publications

References 14 publications

An Evaluation of Positional Prompts for Teaching Receptive Identification to Individuals Diagnosed with Autism Spectrum Disorder

An Evaluation of Positional Prompts for Teaching Receptive Identification to Individuals Diagnosed with Autism Spectrum Disorder

Equivalence Relations in Individuals With Language Limitations and Mental Retardation

Conditional Discrimination in Mentally Retarded Subjects: Programming Acquisition and Learning Set

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