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

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



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


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




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



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


End

For this PowerPoint and references

Website: www.fitaba.com

Email: [email protected]



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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