The differential outcomes effect teaching verbal operants
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The Differential Outcomes Effect: Teaching Verbal Operants. Michelle Olson, M.S, Mark Harvey, Ph.D, BCBA Ansley Hodges, M.S., BCBA, Eb Blakely, Ph.D, BCBA-D Florida Institute of Technology and QuestKids. Typical Procedure. Differential Outcomes Procedure.

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The Differential Outcomes Effect: Teaching Verbal Operants

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The differential outcomes effect teaching verbal operants

The Differential Outcomes Effect: Teaching Verbal Operants

Michelle Olson, M.S, Mark Harvey, Ph.D, BCBA

Ansley Hodges, M.S., BCBA, Eb Blakely, Ph.D, BCBA-D

Florida Institute of Technology and QuestKids


Typical procedure

Typical Procedure


Differential outcomes procedure

Differential Outcomes Procedure

  • Different reinforcers in a discrimination task, correlated with each kind of response

Differential Outcomes Effect

Increase rate of acquisition and/or maintain higher steady state performance


Lab studies with nonhumans variety of discrimination paradigms

Lab Studies With Nonhumans:Variety of discrimination Paradigms

Two Choice Discrimination Experiments


Two choice procedure correlated outcomes

Two-Choice Procedure: Correlated Outcomes

Light

Light


Two choice control procedure uncorrelated outcomes

Two-Choice Control Procedure:Uncorrelated Outcomes

Light

Light


Two choice control procedure confound

Two-Choice Control Procedure:Confound????

1. Two reinforcers2. Correlated outcomes

Typical

DOE

Food

Food

Food

Water


Human application correlated outcomes

Human Application: Correlated Outcomes


Human application uncorrelated outcomes

Human Application:Uncorrelated Outcomes


The differential outcomes effect teaching verbal operants

Experiment 1: Extension to Verbal Operants

  • Two boys with autism – 8 and 5 years old

  • QuestKids Academy –


Experiment 1 design

Experiment 1 Design

  • Alternating Treatments

  • Dependent Variable:

    • % correct of intraverbal responses

  • Independent Variable:

    • Correlated vs. Uncorrelated outcomes


Baseline procedure

Baseline Procedure


General treatment procedure

General Treatment Procedure


Intraverbal tasks

Intraverbal Tasks

Correlated Task

Uncorrelated Task


Video

Video

  • Show video Clip


Santi intraverbals

Santi: Intraverbals

Correlated Task

Uncorrelated Task


Results experiment 1 santi

Results Experiment 1: Santi


Josh intraverbals

Josh: Intraverbals

Correlated Task

Uncorrelated Task


Results experiment 1 josh

Results Experiment 1: Josh

Decreased # experimenters


Experiment 2 extension to intraverbals and tacts

Experiment 2: Extension to Intraverbals and Tacts

  • Two different boys with autism both 8 years old

  • QuestKids Academy –


Experiment 2

Experiment 2

  • Design:

    • Alternating Treatments

    • Multiple baseline across verbal operants

  • Dependent Variable:

    • % correct responses

    • Note: 100% and 97%, IOA respectively

  • Independent Variable:

    • Correlated vs. Uncorrelated outcomes


Caliel tacts

Caliel: Tacts

Correlated Task

Uncorrelated Task


Caliel intraverbals

Caliel: Intraverbals

Correlated Task

Uncorrelated Task


Results experiment 2 caliel

ResultsExperiment 2: Caliel


Austin tacts

Austin: Tacts

Correlated Task

Uncorrelated Task


Austin intraverbals

Austin: Intraverbals

Correlated Task

Uncorrelated Task


Results experiment 2 austin

ResultsExperiment 2: Austin


Discussion of austin

Discussion of Austin

Why was uncorrelated more effective?

Correlated Task


Summary of results

Summary of Results


Discussion

Discussion

  • DOE procedure has promise in teaching verbal operants, especially intraverbals

  • Task difficulty critical element

  • Use when traditional procedures don’t work


Discussion1

Discussion

  • Future Directions

    • Intraverbals replications

    • Recall / Comprehension (DTMS)

    • Different ages / abilities


The differential outcomes effect teaching verbal operants

End

For this PowerPoint and references

Website: www.fitaba.com

Email: [email protected]


Differential outcomes effect

Differential Outcomes Effect

Match-to-Sample


Traditional discrimination training

Traditional Discrimination Training

Assay: Match-to-sample

Food

Food

Choice stimuli

Sample stimulus


Doe procedure

DOE Procedure

Food

Drink

Sample stimulus


Doe procedure1

DOE Procedure

Food

Drink

Sample stimulus


Doe control procedures

DOE Control Procedures

Uncorrelated

Correlated

.5 Food/.5 Drink

.5 Food/.5 Drink

Food

Drink

Sample stimulus

Sample stimulus


Doe procedure application

DOE Procedure: Application

Academic Tasks

Candy

Soda

A

B

SD: “Point to A”

SD: “Point to B”


Doe procedure application1

DOE Procedure: Application

Recall Tasks

Candy

Soda

“Sandwich”

“My friend Will”

SD: “What did you just eat?”

SD: “Who did you just talk to?”


Exercises

Exercises

  • The DOE is an effect in which different _________ are used for different ________ in a discrimination task.

  • What is the proper control procedure in a DOE study?

  • Pick a task that you are teaching, and design a DOE procedure for it.


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