Training and testing music skills in a boy with autism using a matching‐to‐sample format

Arntzen, Erik; Halstadtro, Lill-Beathe; Bjerke, Eli; Halstadtro, Monica

doi:10.1002/bin.301

Cited by 36 publications

(34 citation statements)

References 20 publications

(31 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A number of studies have demonstrated the success of MTS to establish skills such as identity matching (de Alcantara Gil, de Oliveira, & McIlvane, ; Fisher et al ), spelling and letter recognition (Lane & Critchfield, ; Stromer, Mackay, Howell, McVay, & Flusser, ), money (Keintz, Miguel, Kao, & Finn, ), music (e.g., Artnzen, Halstadtro, Bjerke, & Halstadtro, ), geography (e.g., LeBlanc, Miguel, Cummings, Goldsmith, & Carr, ), etc. Successful MTS responding, however, may be difficult for individuals who lack necessary prerequisite skills for accurate conditional discrimination learning (Green, ; Grow, Carr, Kodak, Jostad, & Kisamore, ; McIlvane, Dube, Kledaras, Iennaco, & Stoddard, ).…”

mentioning

confidence: 99%

An evaluation of a visual–visual successive matching‐to‐sample procedure to establish equivalence classes in adults

Lantaya

Miguel

Howland

et al. 2018

J Exper Analysis Behavior

View full text Add to dashboard Cite

Traditionally, behavior analysts have studied stimulus equivalence using a matching-to-sample (MTS) preparation. Although researchers have shown the utility of MTS to yield equivalence classes, the procedure requires several prerequisite skills for a learner to accurately respond. Previous research with humans and nonhumans has shown that relational responding can be produced via compound stimulus discrimination and successive matching-to-sample (S-MTS). We conducted four experiments with college students to further evaluate the effectiveness of S-MTS in the establishment of stimulus relations. S-MTS trials consisted of the presentation of a single sample stimulus followed by one comparison in a fixed location on a computer screen. Depending upon the sample-comparison relation, participants touched (i.e., go) or did not touch (i.e., no-go) the comparison stimulus. Following training of the baseline relations (AB/BC), we assessed the emergence of symmetry, transitivity, and equivalence performances (i.e., BA/CB and AC/CA). Results support the utility of the S-MTS procedure as a possible alternative to traditional MTS. This study has direct implications for participants for whom traditional three-array MTS procedures may be challenging.

show abstract

mentioning

confidence: 99%

An evaluation of a visual–visual successive matching‐to‐sample procedure to establish equivalence classes in adults

Lantaya

Miguel

Howland

et al. 2018

J Exper Analysis Behavior

View full text Add to dashboard Cite

show abstract

“…More recently, EBI has been expanded to teach college students statistics, neuroanatomy, prescription drug names, and even single‐subject research design (e.g., Albright, Reeve, Reeve, & Kisamore, ; Fienup, Wright, & Fields, ; Walker & Rehfeldt, ; Zinn, Newland, & Ritchie, ). Nevertheless, a limited number of EBI studies have been conducted on leisure skills, including musical education (Arntzen, Halstadtro, Bjerke, & Halstadtro, 2010; Hayes, Thompson, & Hayes, ; Perez & de Rose, ). This is surprising considering that note reading and music playing skills have been correlated with improved reading and math performance, higher overall IQ, and increased social awareness (e.g., Graziano, Peterson, & Shaw, ; Kaviani, Mirbaha, Pournaseh, & Sagan, ; Long, ; Sussman, ).…”

mentioning

confidence: 99%

Using equivalence‐based instruction to teach piano skills to college students

Griffith

Ramos

Hill

et al. 2018

J of App Behav Analysis

View full text Add to dashboard Cite

The purpose of the current study was to evaluate the effects of equivalence-based instruction (EBI) on the emergence of basic music reading and piano playing skills. Six female college students learned to identify three musical chord notations given their respective dictated names. Participants also learned to play chords on the piano following the dictated name of the chord, and to play the chords to a song on a keyboard. Results are consistent with past research, in that stimuli became substitutable for each other and acquired a common behavioral function. Data suggest that EBI was an effective and efficient procedure to teach adults to read musical notation, as well as play chords and a song on a piano keyboard.

show abstract

“…Esse é o caso do presente estudo, em que foram estabelecidas relações de linha de base para a formação de sete classes com três estímulos cada. Cabe destacar, no entanto, que no estudo de Arntzen et al (2010), em que quatro classes com quatro membros foram estabelecidas, a estrutura SaN foi mais efetiva na produção de relações emergentes.…”

Section: Discussionunclassified

“…O procedimento para alcançar esses objetivos difere dos procedimentos descritos anteriormente (Arntzen et al, 2010;Filgueiras, 2011;Hayes et al 1989;Pereira, 2012) …”

Section: Procedimentounclassified

“…Do estudo desenvolvido por Arntzen et al (2010), participou um adolescente com Transtorno do Espectro Autista, e foram usados como estímulos: acordes maiores e menores escritos em norueguês (Conjunto A), acordes maiores e menores assinalados com pontos sobre teclas de piano impressas (Conjunto B), acordes maiores e menores escritos como notações musicais em pentagrama (Conjunto C) e acordes maiores e menores escritos em Vietnamita (Conjunto D).As tarefas eram executadas em computador com o uso de um software resultados e desempenhos inferiores na formação de relações condicionais quando um dos estímulos da relação condicional era auditivo do que quando os dois estímulos eram visuais. Com base nesse aspecto, Pereira (2012) realizou um estudo com seis estudantes universitários para verificar o efeito do ensino prévio de discriminação entre diferentes notas de diferentes frequências (discriminação tonal-apontar quais dos estímulos auditivos apresentados eram mais graves ou mais agudos) na aquisição das relações condicionais ensinadas, na formação de classes de estímulos equivalentes, na leitura recombinativa e em tarefas de tocar teclado.…”

unclassified

See 1 more Smart Citation

Teaching Conditional Relations Between Musical Stimuli by means of a Computer Program

Madeira

Borloti

Haydu

2017

Revista Psicologia Da Educação

View full text Add to dashboard Cite

ResumoO paradigma da equivalência tem sido apontado como um recurso eficaz no ensino de classes de comportamentos musicais. Este estudo teve como objetivo: (a) ensinar relações condicionais entre as sete notas da clave de sol desenhadas no pentagrama, os nomes impressos dessas notas e os estímulos auditivos correspondentes; e (b) verificar a formação de sete classes de equivalência. Foi usado o software APRM que permite o ensino de discriminações condicionais com estímulos auditivos em som de piano (A), notas musicais desenhadas no pentagrama (B) e nomes dessas notas musicais acompanhadas por cifras (C). Onze estudantes do Ensino Fundamental e Médio foram submetidos a pré-teste, ensino das relações condicionais AB e AC e a testes das relações emergentes. A porcentagem de acertos no pré-teste variou de 4,8% a 23,81% e, após o procedimento de ensino, observou-se 90,5% a 92,8% de acertos no teste das relações de linha de base. O critério de 90% ou mais de acertos foi atingido por 10 dos 11 participantes no teste das relações de equivalência; e por apenas três,no das relações de simetria. Concluiu-se que o procedimento foi eficaz no ensino das relações condicionais entre os estímulos, contribuindo para a emergência das relações de equivalência, mas não das de simetria. Isso indica a necessidade de procedimento adicional que aumente a discriminação auditiva e possibilite demonstrar a formação de estímulos equivalentes. Palavras-chave: relações condicionais, escolha de acordo com modelo, equivalência de estímulos, ensino de música, análise do comportamento. AbstractThe equivalence class paradigm has been indicated as an effective resource for the teaching of musical behavior classes. This study aimed to (a) teach conditional relations between the seven treble clef notes drawn on the pentagram, the print names of the notes, and the corresponding auditory stimuli; and (b) verify the formation of seven equivalence classes. The APRM software was used, enabling the teaching of conditional discriminations with auditory stimuli in the form of piano sounds (A), musical notes drawn on the pentagram (B), and the names of the musical notes accompanied by ciphers (C). Eleven students from Elementary and Secondary Education underwent the pre-test, teaching of the conditional relations of AB and AC, and tests of emergent relations. The percentage of correct answers in the pre-test ranged from 4.8% to 23.81%, while after the teaching procedure, a 90.5 -92.8% accuracy was noted in the baseline relation test. The criterion of 90% or more correct answers was achieved by 10 of the 11 participants in the equivalence relation test and only three in the symmetry relation test. It was concluded that the procedure was effective to teaching the conditional relations between stimuli, contributing to the emergence of equivalence relations, but not of symmetry relations. This indicates the need for an additional procedure that increases the auditory discrimination and enables the formation of equivalent stimuli. Keywords: conditional relations, ...

show abstract

Training and testing music skills in a boy with autism using a matching‐to‐sample format

Cited by 36 publications

References 20 publications

An evaluation of a visual–visual successive matching‐to‐sample procedure to establish equivalence classes in adults

An evaluation of a visual–visual successive matching‐to‐sample procedure to establish equivalence classes in adults

Using equivalence‐based instruction to teach piano skills to college students

Teaching Conditional Relations Between Musical Stimuli by means of a Computer Program

Contact Info

Product

Resources

About