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Department of Behavior Analysis BEHV 5250: Advanced Topics in Intervention Summer 2003Department of Behavior Analysis Association and Discrimination Learning.

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Presentation on theme: "Department of Behavior Analysis BEHV 5250: Advanced Topics in Intervention Summer 2003Department of Behavior Analysis Association and Discrimination Learning."— Presentation transcript:

1 Department of Behavior Analysis BEHV 5250: Advanced Topics in Intervention Summer 2003Department of Behavior Analysis Association and Discrimination Learning

2 Emotional (Respondent) Behavior Paired Associate and Discrimination Skills Strategies, & Rules Simple Responses Response Chains Kinesthetic Repertoires Motor Skills Component Composite ComponentComposite Paired Associate Concepts Sequences & Algorithms Rules Principles (applying rules) Strategies

3 Emotional (Respondent) Behavior Paired Associate and Discrimination Skills Strategies & Rules Simple Responses Response Chains Kinesthetic Repertoires Motor Skills Component Composite ComponentComposite Paired Associate Concepts Sequences & Algorithms Rules Principles (applying rules) Strategies

4 Department of Behavior Analysis BEHV 5250: Advanced Topics in Intervention Summer 2003Department of Behavior Analysis Two important questions… Is the association useful? Does the learner have to memorize the association?

5 Department of Behavior Analysis BEHV 5250: Advanced Topics in Intervention Summer 2003Department of Behavior Analysis 2 types of association One-way Two-way

6 Department of Behavior Analysis BEHV 5250: Advanced Topics in Intervention Summer 2003Department of Behavior Analysis Verbal behavior under the control of preceding verbal stimuli with no formal correspondence between the two Hear two plus two/ Say four Hear I pledge allegiance / Say to the flag See Write your name / Write name Hear Write your name / Write name Paired associate responding as intraverbal behavior

7 Department of Behavior Analysis BEHV 5250: Advanced Topics in Intervention Summer 2003Department of Behavior Analysis Your turn! Generate an analysis of the associations one might teach a child with autism related to things names, features, functions, and classes. Be sure you identify the number of associations needed for each name as well as whether each association is 1-way or 2-way.

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9 Department of Behavior Analysis BEHV 5250: Advanced Topics in Intervention Summer 2003Department of Behavior Analysis namefeatures functionclass picture

10 Department of Behavior Analysis BEHV 5250: Advanced Topics in Intervention Summer 2003Department of Behavior Analysis Basic intraverbal associations for every noun Hear name/Say features Hear features/Say name Hear one feature/Say names Hear name/Say function Hear functions/Say name Hear one function/Say names Hear name/Say class Hear class/Say names Hear function/Say class Hear class/Say function Hear feature/Say function Hear function/Say features

11 Department of Behavior Analysis BEHV 5250: Advanced Topics in Intervention Summer 2003Department of Behavior Analysis Your turn! Given the associations you developed and we discussed, generate a scope and sequence chart to teach those associations. Begin your chart with the See picture/Say name skill.

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17 Department of Behavior Analysis BEHV 5250: Advanced Topics in Intervention Summer 2003Department of Behavior Analysis Video Example Hear category/Say Items Max (4 years old) Kristin 2 timings

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19 Department of Behavior Analysis BEHV 5250: Advanced Topics in Intervention Summer 2003Department of Behavior Analysis Multiple discriminations Associations where discriminative stimuli share many (easily confused) features Group easily confused stimuli together and teach them as a se

20 Department of Behavior Analysis BEHV 5250: Advanced Topics in Intervention Summer 2003Department of Behavior Analysis Your turn! Generate instructional sets for teaching See/Say alphabet letters. Which letters will you include in each set? How many instructional sets (or slices) will you have? Generate instructional sets for teaching a child with autism to identify her family members from their pictures. Lets assume her family includes a mother, father, sister, brother, a maternal grandmother, and two grandfathers.

21 Department of Behavior Analysis BEHV 5250: Advanced Topics in Intervention Summer 2003Department of Behavior Analysis Chain and Sequence Learning

22 Department of Behavior Analysis BEHV 5250: Advanced Topics in Intervention Summer 2003Department of Behavior Analysis Tonights homework generate five examples each of one-way and two-way paired associate responses that many children with autism may need to learn and which are different from the examples Tiemann & Markle use in Chapter 2 (due tomorrow) generate five examples of sets of stimuli among which a young child with autism may have difficulty discriminating. Bring these five sets to class in a format you can easily share with Michael and the other students (due tomorrow) In-text questions, Analyzing Ch. 3, 4,5 using the guidelines Tiemann & Markle lay out in appendix 3, complete analyses of three different chain tasks (due tomorrow) children with autism often need to learn; select one chain task from each of the following areas: –social skills –self-help skills –leisure skills –note: for each of the steps in at least one of your chain analyses, also list the Big 6+6 motor skills that are components for that step once you have completed step analyses of three different chain tasks as described above, develop model analyses (due tomorrow) for each task (see pages for example model analyses) using the examples Tiemann & Markle provide you in appendix 5, construct flow charts (due tomorrow) showing the sequence of decisions and consequent operations involved in the following algorithmic tasks on which children with autism often require remedial instruction: –holding a conversation –using a microwave to heat a frozen meal

23 Department of Behavior Analysis BEHV 5250: Advanced Topics in Intervention Summer 2003Department of Behavior Analysis Tonights readings Tiemann, P.W. & Markle, S.M. (1990). Chain and sequence learning (chapter 3). Analyzing Instructional Content. Champaign, IL: Stipes Publishing Company Tiemann, P.W. & Markle, S.M. (1990). Guidelines for Analysis of a Chain Task (appendix 3). Analyzing Instructional Content. Champaign, IL: Stipes Publishing Company Tiemann, P.W. & Markle, S.M. (1990). Using a chain analysis to plan instruction (appendix 4). Analyzing Instructional Content. Champaign, IL: Stipes Publishing Company Tiemann, P.W. & Markle, S.M. (1990). Examples of algorithm tasks in graphic form (appendix 5). Analyzing Instructional Content. Champaign, IL: Stipes Publishing Company


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