Richelle Hurtado, MA, BCBA (University of North Carolina Wilmington) Analyzing the Impact of Mixed-Compound Consequences on Equivalence-Class Formation
Richelle Hurtado is a doctoral student at the University of North Carolina Wilmington. She is a student of Dr. Carol Pilgrim and conducts research in the stimulus equivalence lab. Richelle previously presented her preliminary thesis data in a poster titled “Compound Class-Specific Consequences and Equivalence-Class Formation: Does the Composition of the Compound Matter?” for the 2020 NCABA conference and was granted the Best Student Poster Award at the Graduate Level. Today, she will be presenting her completed thesis data as well as discussing the translational implications of her findings.
Abstract
Mixed-compound consequences are composed of one element that is common across contingencies and one element that is class-specific. Although Sidman (2000) proposed that a common element must drop out of an equivalence class, no other study has examined how mixed-compound consequences impact equivalence-class formation. The current study analyzed this using nine 6- to 8-year-old typically developed children who were presented three conditions in a counterbalanced order. The three conditions compared A and B simple-discriminations trained with an entirely class-specific-compound consequence (i.e., A/B1→R1r1, A/B2→R2r2, and A/B3→R3r3), with mixed-compound consequences (i.e., A/B4→R0r4, A/B5→R0r5, and A/B6→R0r6), and with common-compound consequences (i.e., A/B7→R0R0, A/B8→R0R0, and A/B9→R0R0). Conditional discrimination probe sessions measured emergent relations between A, B, R, and r stimuli. All three participants who began training with an entirely class-specific-compound consequence demonstrated all possible emergent relations. Two of three participants who began training with a common-compound consequence also demonstrated emergent relations whenever possible. Two of three participants who began training with the mixed-compound consequence demonstrated emergent relations between the reinforcer elements and the A/B stimuli. However, none of the three participants in the latter group demonstrated emergent AB relations. These findings suggest that the common element within a mixed-compound consequence hinders equivalence-class formation.
Keisha Dobie, MA/CAS, MSA, BA (East Carolina University) Student Engagement and Participation in the Remote Learning Environment: Implications for Students from Low-Income Backgrounds
Keisha J. Dobie is an educator and life-long resident of Northeastern North Carolina. She has served as teacher, administrator, and central office staff during her 24 year career. Currently, she is in her second year of the MA/CAS School Psychology program at East Carolina University. Keisha has two sons, ages 13 and 25. When there is available time, she enjoys working in her church, community, and civic organizations in Pasquotank and Perquimans counties.
Abstract
Student engagement and participation in public schools is not a new problem. The challenge with virtual learning is that student lack of engagement can become more prevalent. A student that is not present in a virtual classroom misses important opportunities to learn the content and build relationships with their teachers. Teachers are able to develop strategies to address disengagement in a face-to-face environment, but when a student fails to attend class or darkens their screen it is more difficult to connect. A group contingency was offered to a high school English class to increase the number of students logging on for live classes in a group of students from low-income backgrounds. Data was taken on the duration of one student’s logging in behavior. Results were very promising for this student. A survey was also conducted to ascertain student motivation during virtual learning. This survey revealed important implications for the involvement of students from low-income backgrounds. Recognizing and dealing with these implications can reveal the best practices to utilize to engage students in being active learners.
Janet Enriquez, BCBA (University of North Carolina Charlotte) Increasing the Verbal Behavior of Preschool Students with Autism in South Texas
Janet Enriquez is a Board Certified Behavior Analyst and doctoral student at The University of North Carolina at Charlotte. She is a student of Dr. Rob Pennington and is interested in the design and dissemination of empirically-based practices and Applied Behavior Analysis to increase the independence, health, and quality of life of the individuals and families she serves. Today she will be presenting data from nine San Antonio area school districts that received funding from the Texas Education Agency to provide classroom-based early intensive verbal behavior intervention training for over 100 students with autism.
Abstract
Across two academic years, nine San Antonio area school districts were funded by the Texas Education Agency to provide verbal behavior training to over 100 preschool and kindergarten students with autism. At the start of the year, we assessed participants using the verbal behavior Stimulus Control Ration Equation (SCoRE) to determine the extent to which mands, echoics, tacts, and sequelics exerted disproportionate levels of control over each participant’s verbal behavior. The results of the SCoRE were then used to develop individualized verbal behavior treatment plans for each student to be carried out in his/her home classroom. We subsequently trained more than 100 teachers and paraprofessionals to implement referent-based verbal behavior instruction, with a goal of balancing out the relative strength of these four primary verbal operants. In addition to providing direct classroom-based services for students with autism, the project included ongoing parent training conducted by district behavior analysts throughout the academic year. At the end of the year, students were reassessed with the verbal behavior SCoRE to analyze language gains. An overview of the project, implications for its application in public school settings, and the results of our grant activities are presented.