The Effects of Implementing a Classwide Peer Tutoring Model on Social Approvals and ...

162 Pages·2007·4.1 MB·English

Where Education and Behavioral Science Meet

Volume 4, Number 2 JEIBI 2007

Table of Contents

Page 377: Editorial - Introduction to Volume 4.2 of The Journal of Early and Intensive Behavioral
Interventions - R. Douglas Greer.

Page 379: Child and Adult Social-Emotional Benefits of Response-Contingent Child Learning
Opportunities - Carl J. Dunst, Melinda Raab. Carol M. Trivette, Cindy Parkey, Mary Gatens, Linda L.
Wilson, Jennie French, Deborah W. Hamby

Page: 392: The Effects of Daily Intensive Tact Instruction on the Emission of Pure Mands and Tacts in
Non-Instructional Settings by Three Preschool Children with Developmental Delays - Jo Ann Pereira-
Delgado & Mara Oblak

Page 412: Generalized Selection-Based Auditory Matching and the Emergence of the Listener
Component of Naming - Jeanne Marie Speckman Collins, Hye Suk Park, & R. Douglas Greer

Page 430: The Effects of Observational Training on the Acquisition of Reinforcement for Listening -
Tracy Reilly Lawson & Darcy Walsh.

Page 453: The Effects of Peer-Yoked Contingencies on Observational Learning and the Collateral
Emergence of Naming - Mindy Bunya Rothstein and Grant Gerard Gautreaux.

Page 471: The Effects of Implementing a Classwide Peer Tutoring Model on Social Approvals and
Disapprovals Emitted During Unstructured Free Time - Tracy Reilly-Lawson & Gabrielle Trapenberg

Page 483: The Effects of Writer Immersion on Teaching the Function of Writing with Middle School
Students - Yasmin J. Helou, Jasmine Lai & Victoria L. Sterkin.

Page 500: Improving Treatment Outcomes for Oppositional Defiant Disorder in Young Children -
Elizabeth P. McKenzie

Page 511: Behavioral Parent-Training Approaches for the Treatment of Bedtime Noncompliance in
Young Children - Camilo Ortiz & Lauren McCormick

Page 526: Book Review - The Verbal Behavior Approach: How to teach children with autism and
related disorders by Mary Lynch Barbera with Tracy Rasmussen - Mary Jane Weiss.
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JEIBI VOLUME 4, NUMBER 2
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JEIBI
Journal of Early and Intensive Behavior Intervention

Where Education and Behavioral Science Meet
Editorial Board

Below is a list of the JEIBI Editorial Board Members
Lead Editor:
Joseph Cautilli, Ph.D., B.C.B.A.
Co-Lead Editor:
Douglas Greer, Ph.D.
Associate Editors:
Jan Handleman, Ph.D.
Gary Novack, Ph.D.
Editorial Review Board
Shelia Alber- Morgan, Ph.D. Deborah Haas, M.S.Ed. Lillian V. Pelios, Ph.D.
John Banard Margaret Hancock, M.Ed. Kimberly Ray, Ph.D., BCBA
Thomas Barnes, Ph.D. David Hessler, M.S. Miguel Roberts, Ph.D.
John C. Borrero, Ph.D. Anne Holmes Denise Ross, Ph.D.
Scott A. Braud, M.A., BCBA Per Holth, Ph.D. Tracy A. Ruff, M.Ed., BCBA
Mappy Chavez-Brown, Ph.D. Amoy Hugh-Pennie, Ph.D. Bart M. Sevin, Ph.D., B.C.B.A
Leslie R. Cohen, Ph.D. MaryLouise E. Kerwin, Ph.D., BCBA Stacey Shook, Ph.D.
Michael Lamport Commons, Ph.D. Doleen – Day Keohane Latha Soorya, Ph.D.
Anthony Cuvo, Ph.D. Anjelika Kosanic Paul Strand, Ph.D.
Jennifer Dawson, Ph.D. Bonny LeGrice, Ph.D. Carole Van Camp, Ph.D.
Jo Ann Perelra Delgado, Ph.D Ronald C. Martella, Ph.D. Renee K. Van Norman, Ph.D.
Lara Delmolino, Ph.D. Eric Messick, M.A. Tim Vollmer, Ph.D.
Carl Dunst, Ph.D. Robert Montgomery, Ph.D. Mike Weinberg, Ph.D., BCBA
Mark Eddy, Ph.D. Michael M. Mueller, Ph.D., BCBA Mary Jane Weiss, Ph.D.
Michael Fabrizo, M.A., BCBA Sang Seok Nam, Ph.D. Richard Weissman, Ph.D.
Grant Gautreaux, Ph.D. Matthew Normand, Ph.D. Thomas Zane, Ph.D., BCBA
Jacob Gewirtz, Ph.D. Robin Nuzzolo, Ph.D.
Per Holth, Ph.D. Martha Pelaez, Ph.D.
Mission Statement
The mission of The Journal of Early and Intensive Behavioral Intervention (JEIBI) is to
provide up to the moment information on critical issues and research in early intervention and
intensive behavioral interventions. The journal perceives itself as being a primary source of
information for those who work within the field of early childhood interventions and intensive
interventions from a behavioral perspective. Topics will include issues, literature review, and
research on successful interventions for children with various mental health, medical (pain,
obesity, etc) or developmental disorders. In addition, articles and research conducted on
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intervention centers will also be accepted.
The Journal of Early and Intensive Behavioral Intervention (JEIBI) envisions a world in which
early intervention is no longer needed, but until that time, JEIBI plans to bring to practitioners
the latest in empirically valid interventions.

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Journal of Early and Intensive Behavior Intervention

Where Education and Behavioral Science Meet

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The Journal of Early and Intensive Behavioral Intervention Editorial Board
JEIBI VOLUME 4 – NUMBER 2

Introduction to Volume 4.2 of The Journal of Early and Intensive
Behavioral Intervention

R. Douglas Greer

This issue offers seven reports of experiments, two reviews of the literature, and a book
review. The lead article by Dunst et al. provides our readers with two analyses of the “benefits of
“response contingent child learning opportunities” for profoundly disabled participants and their
parents. This is interesting and important work that places both children and their parents at the
center of the stage. The research also suggests potential behavioral developmental analyses that
might be done with typically developing children. Most of all the paper identifies what can and
should be done with individuals with profound disabilities, but often is not done.

Three of the research reports address contemporary topics in verbal behavior analysis.
Each of these analyses incorporates the listener role and the intercept of the speaker and listener.
The papers provide protocols that lead the induction of new verbal developmental capabilities, or
cusps, that have been identified in recent research in verbal behavior (Greer & Ross, 2007). The
intensive tact procedure (Pereira-Delgado and Oblak) replicates and extends findings of the
effectiveness of this procedure in expanding non-instructional social verbal interactions by
preschoolers with language delays and shows how to induce social verbal behavior without
having to wait for incidental opportunities. Specifically, the protocol shows how to provide the
prerequisites that allow children to be affected by contact with verbal opportunities when they
could not be affected by those opportunities before the intervention. The intensive tact procedure
builds generalized reinforcement effect for the emission of tacts. Tacts are the critical foundation
for the unfolding of more advanced verbal capabilities and socialization (e.g., naming and
conversational units). Until children have the naming capability and are fluent readers the only
way that they can acquire tacts is through direct instruction. Once they have naming they can
acquire tacts indirectly and that is the capability that Speckman-Collins, Park, and Greer address
in the test of the effect of acquiring auditory matching on the listener component of naming. The
auditory matching protocol described by Speckman-Collins et al. expands prior work where
auditory matching led to either first instances of echoics or exact echoics. In their study, the
authors found that the auditory matching protocol resulted in the listener half of naming in
children with limited speaker repertoires. Naming was also found to be a collateral outcome of
systematic training in observational learning in the Rothstein and Gautreaux paper. Helou, Lai,
and Sterkin report new data on the effect of writer immersion on functional writing, particularly
the editing aspect of functional writing. Editing is an expanded listener capability. Their work
adds to the growing evidence of the utility of the findings from verbal behavior analysis for
curriculum objective to reach effective writing to children and youth with and without disabilities.

Three of the research reports involve the induction or expansion of observational learning
repertories and the manner in which tutoring taps the benefits of observational learning for tutors.
Observational contact with contingencies is a critical repertoire. It is a repertoire that is often
deficit or missing in some students; however recent work shows how it can be induced or
expanded. Research in behavior analysis is currently addressing observational learning with
renewed vigor and the result of this work is both surprising and promising (Greer, Singer-Dudek,
& Gautreaux, 2006). One of the more promising efforts is the treatment of observational learning
as a dependent variable rather that the traditional treatment of it as an independent variable. For
too long we have ignored the importance of analyses of how we learn from indirect contact with
contingencies of instruction or social interaction and the relation of higher order classes to certain
types of observational learning that is key to social behavior. The experiments on listener
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JEIBI VOLUME 4 – NUMBER 2

reinforcement and observational training reported in this issue (Reilly-Lawson & Walsh) is one
example of the renewed interest in observational learning, and the evidence they report suggest
relations between observing responses and the acquisition of verbal-developmental cusps that
offer a new perspective on “theory of mind.” The classwide-peer tutoring article by Reilly
Lawson and Trapenberg show relations between tutoring and social interactions also suggesting
the critical role of listener reinforcement to social interactions. The Rothstein and Gautreaux
article provides procedures for expanding observational learning repertoires; that is observational
learning is the dependent variable and contingencies to evoke and expand the repertoire constitute
the independent variable. In a very interesting outcome of the latter study, the authors found that
naming accrued as a collateral outcome of their intervention. Both the observational and the
verbal behavior studies point to the importance of the listener role, and other observing responses,
to a more complete picture of verbal behavior and its development (Greer & Keohane, 2006) and
a more rigorous science of social learning.

All of these experiments provide tools that are needed for students with language or
learning delays. In several cases, these studies provide interventions that allow students to move
up the verbal developmental scale and provide them with the wherewithal to learn new
educational objectives. More importantly they provide students with the means to learn by
indirect contact with the contingencies of instruction. Additional research is needed to identify
individual characteristics or instructional histories of children who are most likely to benefit,
although the identification of relevant predictive learning histories is becoming clearer (Greer &
Ross, 2007).

The two reviews of the literature are informative in that they provide perspectives on
existing evidence and how that evidence can provide better treatment options for problematic
behavior. The article on oppositional defiant disorders in young children by McKenzie deals with
a pervasive problem. Similarly, the parent training review on approaches to bedtime
noncompliance by Ortiz and McCormick concerns a common problem that parents often
encounter, a problem that often occurs as a function of initially inadequate parental instruction.
Together these reviews provide good procedures, references for further reading, as well as
suggestions for further research. Finally, the book review by Weiss introduces our readers to a
new book for parents that disseminates procedures for expanding the basic speaker operants from
the early worm in verbal behavior.

The experimental reports and the reviews provide behavior analysts with important and
useful ways to be more effective practitioners. The experiments identify ways to teach new
operants and new ways to learn them. Moreover, the reports of the experimental analyses provide
new and in some cases seminal findings for both the basic and applied sciences. The reviews
spell out well-tested procedures for replacing poor performance with more effective performance.

References

Greer, R. D. & Keohane, D. D. (2005). The evolution of verbal behavior in young children. Journal of
Speech-Language Pathology and Applied Behavior Analysis, 1 (2), 111-141. Available at
www.behavior-analyst-today.com

Greer, R. D., & Ross, D. E., (2007). Verbal behavior analysis: Developing and expanding complex
communication in children with severe language delays. Boston: Allyn & Bacon.

Greer, R. D., Singer-Dudek, J, & Gautreaux, G. (2006). Observational learning. International Journal of
Psychology, 41 (6), 486-489.

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JEIBI VOLUME 4 – NUMBER 2

Child and Adult Social--Emotional Benefits of
Response-Contingent Child Learning Opportunities

Carl J. Dunst, Melinda Raab, Carol M. Trivette, Cindy Parkey, Mary Gatens, Linda L. Wilson,
Jennie French & Deborah W. Hamby

Abstract

Findings from two studies of 42 children with profound developmental delays (26 males and 15 females)
using systematic and intense response-contingent learning opportunities interventions are reported.
Response-contingent learning games were used to promote the participants’ use of behavior that either
produced environmental consequences or elicited reinforcing stimuli. The focus of analysis was the
social--emotional benefits of the learning opportunities on both the children and adults (parents and
teachers). Results showed that child production of behavior producing reinforcing consequences was
associated with heightened positive social--emotional benefits in both the children and adults.
Keywords: Child learning, response-contingent reinforcement, social--emotional behavior, early
intervention.

More than 100 years ago, Baldwin (1895) noted that infants who come to “know” that their
behavior is the “cause” of environmental effects often demonstrate increased behavioral responding in
other areas, most notably social and emotional behaviors such as smiling, laughter, and excitement. Piaget
(1936/1952) made similar observations based on the detailed study of his own three infants. Both Haith
(1972) and McCall (1972) noted that an infant’s ability to understand that he or she is the agent of an
environmental consequence produces social--emotional behavior because cognitive achievement is
pleasurable. Watson (1972) in his seminal paper Smiling, Cooing, and “The Game,” described the
importance of contingency awareness and detection as determinants of both the likelihood and strength of
the social--emotional concomitants of response-contingent learning (see also Watson, 2001).

Most infants learn response-contingent behavior and develop contingency awareness (Watson,
1966) and contingency detection (Tarabulsy, Tessier, & Kappas, 1996) by 2 months of age. Infants and
young children with disabilities often take longer to learn contingency behavior but appear to develop
contingency awareness and detection in a manner much like infants without disabilities (see especially
Dunst, Storck, Hutto, & Snyder, 2006; Hutto, 2003).

The extent to and manner in which response-contingent learning is associated with positive child
social--emotional behavior was the focus of a research synthesis completed by Dunst (2003) of studies of
infants and young children with and without disabilities or delays. The synthesis included 30 studies of
infants without disabilities or delays and 12 studies of infants and young children with disabilities or
delays. The two sets of studies included 898 and 199 study participants respectively. Findings from the
synthesis showed that response-contingent learning opportunities where the relationship between an
operant behavior and its environmental consequences were clearly detectable increased the likelihood that
the study participants displayed increased positive social--emotional behavior and decreased negative
social--emotional responding. The patterns of relationships between contingency awareness and child
social--emotional behavior were much the same for children with and without disabilities or delays,
although the children with disabilities or delays generally displayed less positive social--emotional
behavior compared to their typically developing counterparts. Notwithstanding these differences, the
results of the synthesis taken together were consistent with contentions made by Tarabulsy et al. (1996)
regarding the role contingency detection and awareness plays in social--emotional development.

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JEIBI VOLUME 4 – NUMBER 2

The studies described in this paper were both a replication and extension of previous studies of
young children with disabilities or delays. Two studies--one with children with profound disabilities and
delays and their parents and the other with children with profound disabilities and delays and their
teachers--were conducted as part of a line of research and practice investigating the characteristics and
consequences of providing young children with profound developmental delays and multiple disabilities
systematic and intense response-contingent learning opportunities. The focus of analysis was the
relationship between response-contingent child learning and both child and caregiver social--emotional
behavior displayed during contingency learning games and during observations of the study participants
while not playing the games.

The conduct of the studies was guided by a conceptual framework (Raab & Dunst, 1997) that was
the basis for hypothesizing both the immediate effects of response-contingent learning on child and
caregiver behavior (termed first-order effects) and the extended benefits of the learning on child and
caregiver behavior (termed second-order effects). The framework includes key formulations of an
ecological paradigm and the characteristics of microsystems (Bronfenbrenner, 1993) that are the contexts
for development-instigating experiences having behavioral effects on both the persons providing and
provided learning opportunities. Operationally, the provision of response-contingent learning
opportunities having behavior enhancing consequences was expected to have positive effects on a child
afforded the learning opportunities and a caregiver who engages the child in the learning opportunities to
the extent that the caregiver’s efforts produced expected positive child consequences (Goldberg, 1977).
The hypothesized influences of child learning on child social--emotional behavior were based on theory
and research demonstrating the fact that infant operant learning and the development of contingency
awareness and detection is associated with concomitant positive behavior functioning (e.g., Colombo,
2001; Gergely & Watson, 1999; Rochat, 2001). The expected influences of child learning on caregiver
behavior was based on theory and research showing that successful caregiver efforts to influence child
learning strengthens caregiver confidence which is typically manifested in the form of behavioral
enjoyment (e.g., Goldberg, 1977; Mowder, 2005; Skinner, 1985; Teti & Gelfand, 1991).

The influences of contingency learning on child social--emotional behavior during learning
episodes constituted a replication of findings from previous studies (see Dunst, 2003). It was
hypothesized that child contingency learning and the contingency awareness and detection associated
with that learning would produce social--emotional behavior in a manner similar to that found in other
studies of young children with disabilities or delays (e.g., Haskett & Hollar, 1978; O'Brien, Glenn, &
Cunningham, 1994). The expectation that contingency learning would be related to child social--
emotional behavior beyond the learning episodes was based on research demonstrating a relationship
between contingency detection and other areas of child social--emotional functioning (Tarabulsy et al.,
1996).

The hypothesized relationship between response-contingent child learning and caregiver social--
emotional behavior was based on observations made by Dunst and his colleagues (Dunst, Cushing, &
Vance, 1985; Dunst & Lesko, 1988) of parents’ responses to seeing their children with profound delays
and multiple disabilities display contingency behavior when afforded response-contingent learning
opportunities. Dunst et al. (1985) noted, for example, that when parents “see their child for the first time
manifest behavioral competencies…the parents often manifest a sense of pleasure and enjoyment in their
child’s newly learned behavior” (p. 44). The pleasure and enjoyment that the caregivers displayed
included both affective behavior (smiling and laughter) and positive comments about their children’s
contingency capabilities. The caregiver social--emotional behavior displayed while a child was playing
response-contingent learning games were considered first-order caregiver effects and the caregiver social-
-emotional behavior associated with child learning when a child was not playing contingency games were
considered second-order caregiver effects.

380