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A Parametric Analysis of a Protocol to Induce Bidirectional Naming: Effects of Protocol Intensity

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Abstract

Researchers have identified protocols to induce verbal behavior cusps and capabilities that put an individual’s repertoires in contact with new contingencies and allows the individual to learn in new ways; however, little is known about the relationship between different intensities (i.e., doses) of the protocols and inducing important repertoires. The Intensive Tact Instruction (ITI) has been found to reliably induce Bidirectional Naming (BiN), a capability whereby an individual is able to function simultaneously as a speaker and a listener, to acquire language incidentally after exposure to word–object relations in the environment. We matched eight participants into four dyads and participants in dyads experienced different intensities of the ITI protocol. The full intensity protocol included 100 additional tact learning opportunities each day and the accelerated intensity included 50 daily learning opportunities. We found varied results dependent on a participant’s degree of BiN at the onset of the intervention. Participants with Unidirectional Naming (UniN) acquired BiN under both intensities, but participants in the accelerated condition did so with fewer learning opportunities, suggesting the efficiency of the accelerated protocol. Students that demonstrated No-incidental Naming (NiN) demonstrated mixed results from the intervention, regardless of intervention intensity. The outcomes are discussed in terms of efficiency and cost effectiveness.

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Authors and Affiliations

  1. Department of Health and Behavior Studies, Teachers College, Columbia University, 525 West 120th Street, Box 223, New York, NY, 10027, USA

    Rebecca M. Hotchkiss & Daniel M. Fienup

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  1. Rebecca M. Hotchkiss
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Correspondence to Daniel M. Fienup.

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The authors declare that s/he has no conflict of interests. This study was approved by the Institutional Review Board of the respective university. We obtained parent permission for each participant described in this manuscript.

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This article is based on a dissertation submitted by Rebecca M. Hotchkiss as partial fulfillment of the requirement for the degree of Doctor of Philosophy in Applied Behavior Analysis at Teachers College, Columbia University. We thank Dr. R. Douglas Greer, Dr. Laudan Jahromi, Dr. Kathleen O’Connell, and Dr. Anna Petursdottir for their support of this research and suggestions on an earlier version of this manuscript. We also thank Genevieve Karanian and Michaela Dunham for their assistance in conducting this research.

Appendix

Appendix

ITI Intervention Data

Fig. 4
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Detailed correct responses to the ITI intervention for Dyad 1 across 10-learn unit (Participant A1) or 20-learn unit (Participant A2) instructional sessions, per data path (category)

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Detailed correct responses to the ITI intervention for Dyad 2 across 10-learn unit (Participant A2) or 20-learn unit (Participant F2) sessions, per data path (category).

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Fig. 6
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Detailed correct responses to the ITI intervention for Dyad 3 across 10-learn unit (Participant A3) or 20-learn unit (Participant F3) instructional sessions, per data path (category).

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Fig. 7
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Detailed correct responses to the ITI intervention for Dyad 4 across 10-learn unit (Participant A4) or 20-learn unit (Participant F4) instructional sessions, per data path (category).

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Hotchkiss, R.M., Fienup, D.M. A Parametric Analysis of a Protocol to Induce Bidirectional Naming: Effects of Protocol Intensity. Psychol Rec 70, 481–497 (2020). https://doi.org/10.1007/s40732-020-00383-5

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