Learning channels and verbal behavior.

Abstract

This article reviews the basics of channels and how specification of stimuli can help enhance verbal behavior. This article will define channels and the role of the ability matrix training verbal behavior. Descriptors: Learning channels; channel matrix; verbal behavior; generic extension; The ABLLS Behavior analysis has long relied on precise, descriptive accounts of behavior. When discussing the terms stimulus and response, Keller and Schoenfeld (1950) submit: ... whenever we try to describe either the behavior or the environment of an organism, we are forced to break it down into parts. Analysis essential to description, our science as well as (p. 3). Skinner has also articulated the importance of accurately describing behavior for the science of behavior (Skinner, 1953, 1957, 1974). While contemporary behavior analysts, e.g., Catania (1998), Cooper, Heron, & Heward (1987), Pierce & Epling (1999), still encourage good descriptions of behavior, many professionals outside of behavior analysis have yet to embrace sound operational definitions. Haughton (1980) criticized terms such as knows, understands, or is able because they do not delineate well. knows her subtraction facts tells very little of what Jessica can do regarding subtraction. With the advent of PL 94-142, the federal law required more objective criteria for instructional objectives, long and short term goals, evaluation procedures, and monitoring progress special education (Underwood & Mead, 1995). The mandate for more specific operational definitions still did not resolve all problems. Descriptive words such as calculates, writes, and responds (Haughton, 1980) appeared but still translated into ambiguous descriptions of behavior. can calculate subtraction facts, provides additional information that Miles performing a mathematical operation. The definition, however, fails to offer essential information such as the response form (i.e., oral or written). To add precision and provide more information Lindsley suggested teachers use learning channels. A channel represents the or the sensory modality involved with a stimulus and an or the behavior contained the response (Haughton, 1980; Lindsley, 1998). If a learner orally a see would signify the and say the output. The combination of the see and say, added before the action-object reads a book, called a channel set (Haughton, 1980). Figure 1 shows an example of a channel matrix. Haughton (1980) indicated that channels can assist teachers and other professionals education avoid vague descriptions of behavior. Kubina and Cooper (2000) list the following general advantages of using channels: (a) use multiple channels with the same target performance will add variety to instruction and practice; (b) extend skill applications by teaching and practicing many exemplars of the skill area; (c) facilitate planning for instruction and practice; (d) communicate with others plain English; (e) remind us that learners learn and respond many ways; (f) help us select instructional and practice activities for learners with special needs, and (g) make more exciting and fun. How to use the Learning Channel Matrix A basic channel matrix includes two major parts, the input and output channels or, as Figure 1, shortened to in and out. The adapted channel matrix shown Figure 1 comes from Haughton (1980) and Binder and Haughton (2002). Nevertheless, behavioral analysts do not have to limit themselves to the present format. A useful matrix should add precision to any behavior outcome specified for a learner. Haughton (1980) originally developed three matrices, the Mobility Matrix, the Academic/Personal/Social Development Matrix, and the Activity Matrix, for use with a variety of behaviors. …