Effects Of Multiple Exemplar Instruction Research Articles

다중반응교수가 지적장애 아동의 네이밍 습득에 미치는 효과

Purpose: This study investigated the effects of multiple exemplar instruction (MEI) on the naming of children with intellectual disabilities.
 Method: Two students aged 10-11 years old with intellectual disabilities participated in the study. MEI was implemented to establish naming of the children and the effects of the intervention was evaluated using a multiple probe design. Using four picture sets consisting of 5 pictures each, the children were taught to match a picture to the sample as listener behavior. Then the children were tested to see if they learned untaught listener behavior (pointing) and the speaker behaviors(tact, intraverbal).
 Results: The results showed that both children acquired untaught listener and speaker behavior.
 Conclusion: This study indicated that the multiple exemplar instruction (MEI) was effective to establish naming for children with intellectual disabilities.

The Effects of Multiple Exemplar Instruction on the Relation Between Listener and Intraverbal Categorization Repertoires.

We evaluated the effects of multiple exemplar instruction (MEI) on the relation between listener and intraverbal categorization repertoires of six typically developing preschool-age children using a nonconcurrent multiple-probe design across participants. After failing to emit intraverbal categorization responses following listener categorization training, participants were exposed to MEI in the form of alternating response forms (listener and intraverbal) during categorization training with novel stimulus sets. For two participants for whom there was some evidence of emergent intraverbal responding, responding was variable. For the remaining four participants, 32 to 99 MEI trial blocks produced minimal improvement in responding or no emergent responding at all. The results are discussed in terms of Skinner's analysis of verbal behavior and naming theory.

An evaluation of multiple exemplar instruction to teach perspective-taking skills to adolescents with Asperger Syndrome.

The goal of this study was to investigate the effects of multiple exemplar instruction for teaching perspectivetaking skills to young adults with autism. Using a multiple probe design, participants were trained and tested using protocols evaluating the deictic frames of I-You, Here-There, and Now-Then. Generalization of perspectivetaking skills was evaluated using two standardized assessments designed to evaluate theory of mind, which were administered at pre and posttest. Generalization of perspective-taking skills to a more natural language situation was also assessed. Results showed the emergence of perspective-taking for all participants following multiple exemplar instruction, and varying degrees of generalization of perspective-taking skills to a natural presentation of social interaction were observed based on the complexity of the perspective-taking relation.

Multiple Exemplar Instruction and the Emergence of Generative Production of Suffixes as Autoclitic Frames

We report 2 experiments that tested the effects of multiple exemplar instruction (MEI) across training sets on the emergence of productive autoclitic frames (suffixes) for 6 preschoolers with and without language-based disabilities. We implemented multiple exemplar tact instruction with subsets of stimuli whose "names" contained the suffix "-er" denoting the comparative form of adjectives. Subsets of stimuli included regular, irregular, and contrived tacts containing the target relational autoclitic frame in order to determine if our MEI procedure would induce the abstraction of the frame across all stimulus sets. In the second experiment, additional tasks were introduced to the participants to control for a possible sequence effect. A nonconcurrent multiple probe design was used to evaluate the functional relation between MEI and emergence of untaught tact responses containing the comparative adjective "-er." The results of both experiments showed relations between MEI and novel, untaught tact responses containing the target autoclitic frame; the second experiment showing a functional relation. The results are discussed in terms of environmental sources for productive verbal behavior.

Establishing Naming in Typically Developing Two-Year-Old Children as a Function of Multiple Exemplar Speaker and Listener Experiences

Naming is a verbal developmental capability and cusp that allows children to acquire listener and speaker functions without direct instruction (e.g., incidental learning of words for objects). We screened 19 typically developing 2- and 3-year-old children for the presence of Naming for 3-dimensional objects. All 9 3-year-olds had Naming, and 8 of 10 2-year-olds lacked Naming. For the 2-year-old children who lacked Naming, we used multiple-probe designs (2 groups of 4 children) to test the effect of multiple exemplar instruction (MEI) across speaker and listener responses on the emergence of Naming. Prior to the MEI, the children could not emit untaught listener or speaker responses following match-to-sample instruction with novel stimuli, during which they had heard the experimenter tact the stimuli. After MEI with a different set of novel stimuli, the children emitted listener and speaker responses when probed with the original stimuli, in the absence of any further instruction with those stimuli. Seven of 8 children acquired the speaker and listener responses of Naming at 83% to 100% accuracy. We discuss the basic and applied science implications.

The emergence of autoclitic frames in atypically and typically developing children as a function of multiple exemplar instruction.

In two experiments, we tested the effect of multiple exemplar instruction (MEI) for training sets on the emergence of autoclitic frames for spatial relations for novel tacts and mands. In Experiment 1, we used a replicated pre- and post-intervention probe design with four students with significant learning disabilities to test for acquisition of four autoclitic frames with novel tacts and mands before and after MEI. The untaught topographies emerged for all participants. In Experiment 2, we used a multiple probe design to test the effects of the MEI procedures on the same responses in four typically developing, bilingual students. The novel usage emerged for all participants. In the latter experiment, the children demonstrated untaught usage of mand or tact frames regardless of whether they were taught to respond in either listener or speaker functions alone or across listener and speaker functions. The findings are discussed in terms of the role of MEI in the formation of abstractions.

Effects of multiple exemplar instruction on transformation of stimulus function across written and vocal spelling responses by students with autism.

Introduction According to Skinner (1957), speaking and writing are different kinds of verbal operants that initially must be conditioned (p. 191). Skinner (1957) proposed that words that occur in written form are functionally independent of vocal form of word. He refers to this as same response in different media (p.191). On this topic, Skinner wrote: But speaking and writing are obviously different kinds of behavior, which utilize different parts of body in different ways. Where we could paraphrase the word used in different ways as the response in different types of operant, here we must attempt to bridge gap between spoken and written behavior either by pointing to something common to occasions upon which behaviors occur or among effects which they have upon listener and reader. But common controlling variables, action either prior to behavior in stimulation occasion or after behavior as part of event called reinforcement, will not permit us to get from one form of response to other. The two forms of behavior must be separately conditioned. (p. 191) Consistent with Skinner's theory, several types of verbal operants are initially independent including: mands and tacts (e.g., Lamarre & Holland, 1985; Hall & Sundberg, 1987; Twyman, 1996; Williams & Greer, 1993), listener and speaker (Horne & Lowe, 1996), and written and spoken (Greer, Yuan, & Gautreaux, 2005). Recent research reported effectiveness of multiple exemplar instructional methods in joining separate verbal operants to a single controlling stimulus, such as with listener and speaker (Horne & Lowe, 1996; Fiorile & Greer, 2007; Greer, Stolfi, Chavez-Brown, & Rivera-Valdez, 2005; Pistoljevic, 2008), and with written and spoken (Greer, Yuan, et al., 2005). Similarly, Nirgudkar (2005) and Nuzzolo-Gomez & Greer (2005) joined single to control of different establishing operations for mand and tact operants as a function of multiple exemplar instruction (MEI) across establishing operations. According to Greer & Ross (2008) MEI) (also known as multiple exemplar training or MET) has been described in literature in two ways. In one use of term (also called general case teaching), MEI refers to a tactic in which different examples of stimulus are presented when teaching generalization or abstraction (e.g., Hughes & Rusch, 1989; Sprague & Horner, 1984). For example, teaching textual to phonemes across multiple exemplars results in emission of accurate textual to novel words (Engelmann & Carnine, 1982). In another usage, MEI refers to a tactic used to bring independent operants (e.g., writing, spelling aloud, and textually responding) under joint stimulus control for novel stimuli by rotating different to a single stimulus in instructional sets (Greer, Yuan, et al., 2005; Fiorile & Greer, 2007; Greer, Stolfi, et al., 2005). That is, the manipulation of initially independent response topographies with stimulus may generate joint stimulus control such that a single stimulus can evoke both responses (Greer, Yuan, et al. p. 100). In study described herein, latter description of MEI applies. Greer, Yuan, et al. (2005) tested effect of MEI across written and spoken in instructional sets on acquisition of untaught spelling in vocal or written form, for four young children, using a delayed multiple probe design. After an initial test showed that participants could not spell three sets of five words, participants were taught to spell Set 1 words in one response form (either vocal or written), and after achieving mastery in taught form, probes were conducted on untaught form. …

Effects of multiple exemplar instruction on naming

A study was conducted with three participants from The Jigsaw CABAS® School to test the effects of multiple exemplar instruction (MEI) on the development of naming. The participants all had a diagnosis of autism and were aged 12–16 years. The MEI procedure was implemented by randomly rotating learn units across listener and speaker responding, using a set of contrived stimuli (e.g. symbols assigned names based on foreign language words or nonsense words). Adaptations of MEI were made for each of the participants. One adaptation included adding an echoic component to listener responding for two participants and the second adaptation involved changing the MEI procedure and probes to include sign language. The study measured the number of correct responses in probe trials of listener and speaker responses to the contrived stimuli, following mastery of matching. If naming was not present in these probe trials, echoic responding was added to composition of learn units in the next phase. Probes were conducted for naming prior to, and post, the MEI procedure. The results showed that in the second post-MEI probe set naming was present for all three participants.

How kids learn to say the darnedest things: the effect of multiple exemplar instruction on the emergence of novel verb usage.

We report experiments using time-lagged pre- and postintervention designs with (a) 4 first graders with learning delays, and (b) a systematic replication with 3 preschoolers with learning delays. Both experiments tested the effects of multiple exemplar instructional procedures (MEI) on the emergence of untaught past tense emission of novel regular verbs (e.g., jumped derived from jump) and grammatically inaccurate but experimentally correct usage of irregular verbs (e.g., singed derived from sing). Prior to the MEI, none of the children could produce regular or irregular past tense forms to pictures that provided simulated contexts (pictures with backgrounds for past and present tense). MEI provided across the picture contexts for past and present tense used separate training sets of verbs to teach children to form regular past tense. After either 1 or 2 MEI training sets, the children emitted accurate past tense forms of the untaught regular and inaccurate, but experimentally correct irregular verbs. These findings provided an instructional history that resulted in the children's acquisition of past tense for untaught regular past tense verbs and "creative" errors with irregular tenses. Results are discussed in terms of the research on experimentally induced sources for novel verbal behavior and related interpretations.

The effects of observational training on the acquisition of reinforcement for listening.

Abstract Experiment 1 investigated the effects of observational training in a social listener reinforcement game on participants' conversational units in non-instructional settings. Experiment 2 tested the effects of multiple exemplar instruction on the development of The participants who had reader/writer levels of verbal were selected because they emitted a low number of and listener exchanges with and did not have empathy as measured in the study. In Experiment 1, data were collected on the number of sequelics, conversational units, wh questions, vocal approvals and vocal disapprovals during 5 minute probe sessions after meeting criterion on each objective of the listener reinforcement game. During intervention, the participants were required to engage in a listener exchange through playing a yoked contingency game where they competed with the experimenter to teach several objectives including I Spy, peer tutoring, textually responding and group instruction. Data showed that the total number of verbal interactions in non-instructional settings significantly increased for both participants. In Experiment 2 multiple exemplar instruction across questions was implemented to teach the participants empathy. The participants responded to 3 questions: What happened? How does the person feel? and What could you do to help? The results showed a significant increase in correct responses to empathy questions. Keywords: autism, empathy, observational training, reinforcement for listening. ********** Many children with autism do not have a history of reinforcement for listening to others. Listening to is a critical component of social experiences that leads to more advanced listener repertoires such as emitting behaviors characterized as empathy. Skinner (1957) proposed a theory on the function of verbal based on operant research. was defined by Skinner as reinforced through the mediation of others (Skinner, 1957, p. 2). is categorized based on function into mands, tacts, intraverbals, autoclitics, echoics, and textual topographies. Skinner (1957) discussed verbal from the point of view of the as mediated by the contingencies of the listener. The listener provides reinforcement for verbal repertoires in the form of providing access to a preferred item or generalized reinforcement. is analyzed through the function of the and is emitted to affect the of a listener. Catania (1998) expanded on Skinner's views and stated that, Verbal involves both listener shaped by its effects on the speaker's behavior, and shaped by its effects on the listener's behavior (Catania, 1998, p. 262) Greer (2002) expands upon Skinner's verbal repertoires. Greer also includes naming, the conversational unit, the learn unit and joint stimulus control as extensions to the operants proposed by Skinner. A conversational unit is defined as one full exchange in which the student emits both a response that is reinforced by the verbal of another person responding as a listener and in turn a listener response by the initial speaker (Greer, 2002, p. 91). Conversational units are directly reinforced by the listener who responds in the role of the (Greer, 1989). Each member must respond as both and listener to complete the conversational unit. Truly social is measured by the presence or absence of conversational units. One emits conversational units because of the reinforcement obtained as both a and a listener (Donley & Greer, 1993; Lodhi & Greer, 1989). The key component of conversational units is the capacity of an individual to be reinforced by listening. If an individual is not reinforced by what another has to say, there will not be a listener exchange, only a sequelic. …

The Emergence of the Listener to Speaker Component of Naming in Children as a Function of Multiple Exemplar Instruction

We tested the effect of multiple exemplar instruction on the transfer of stimulus function for unfamiliar pictures across listener responses (i.e., matching and pointing) and speaker responses (i.e., pure tacts and impure tacts). Three preschool students, who were 3- and 4-year-old males and did not have the listener to speaker component of the naming repertoire, participated in the experiment. The dependent variable was numbers of correct responses to probe trials of both untaught listener responses ("point to__") and speaker responses (tact and impure tacts) following mastery of matching responses for two sets of five unfamiliar pictures (Set 1 and Set 3). After each participant mastered matching (e.g., "match Labrador") for Set 1 pictures they were probed on the three untaught responses to Set 1 words. That is, they were asked to point to Labrador, tact the picture of Labrador, and respond to the picture of a Labrador and the question "What is this?" Next, the participants were taught mastery of all four types of responses using MEI for a second set of five pictures (Set 2) and probed again on the 3 untaught Set 1 responses. Finally, matching responses were taught to mastery for a novel set of pictures (Set 3) and then probed on the three untaught responses. The results showed that untaught speaker responses emerged at 60% to 85% for two participants, and 40%-70% for one participant. We discuss the role of instructional history in the development of the listener to speaker component of naming.

Novel dictation and intraverbal responses as a function of a multiple exemplar instructional history.

We tested the effect of multiple exemplar instruction (MEI) on acquisition of joint spelling responses, vocal to written and vice versa, for three sets of five words by four kindergarteners with language delays using a delayed multiple probe design. First, students were taught to spell Set 1 as either vocal or written responses (two vocal and two written) and probed on untaught responses. Next students were taught Set 2 using MEI (i.e., alternating responses) and again probed untaught responses for Set 1. Finally, Set 3 was taught in a single response and students were probed on untaught responses. Two students spelled none of Set 1 untaught responses before MEI, while two spelled the words at 60% accuracy or 10% accuracy. After MEI on Set 2, all students spelled untaught responses for Set 1 at 80% to 100% accuracy and Set 3 at 80% to 100% accuracy. The MEI resulted in joint stimulus function such that formerly independent responses came under the same stimulus control. We replicated these results with four other kindergartners with autism who performed academically above their typically developing peers. The results are discussed in terms of Skinner's treatment of the independence of the two verbal operants.

Emergence of Untaught Mands or Tacts of Novel Adjective-Object Pairs as a Function of Instructional History

We tested the effects of multiple exemplar instruction (MEI) on the emergence of untaught mands or tacts of adjective-object pairs in a multiple-probe design across four students with autism/developmental disabilities. None of the students emitted either mands or tacts for three sets of three adjective-object pairs (word sets counterbalanced across students and conditions) in pre-experimental probe trials. In the baseline phase, either mands or tacts were taught for the first adjective-object pairs to each student who then received probe trials for the untaught verbal operants. None of the students emitted the verbal operant that was not directly taught. In the MEI condition, a second set of adjective-object pairs was taught under alternating mand and tact conditions until both operants were mastered. Following mastery of the second set in the MEI condition, students were again probed for the untaught mands or tacts for the adjective-object pairs that were not in their repertoires when a single verbal operant was taught in baseline (the first set). All students emitted the untaught mands or tacts for the first set. Finally, a third set of adjective-object pairs was taught as tacts or mands and the untaught mands or tacts emerged. The data are discussed in terms of generative verbal behavior, abstraction of establishing operation control, and multiple exemplar instruction.