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The Analysis of Peer Attention as a Prerequisite for Observational Stimulus Control to Address Learning Conditions for Children with Disabilities

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Abstract

We analyzed the relation between peer attention (observation of peers) and observational cusps in preschool students with and without disabilities. We selected 21 preschool-aged participants and screened for (1) peer attention; (2) observational performance; (3) observational learning; and (4) observational conditioning-by-denial. We grouped the participants according to the cusps they demonstrated, resulting in four distinct groups. Participants who demonstrated all observational cusps plus peer attention were excluded from the intervention. Then, we utilized a multiple probe design, delayed across observational cusp groups to establish the missing cusps. We used a peer-yoked contingency observational intervention with the 14 participants who did not demonstrate one or more of the observational cusps. The results of the observational intervention and postintervention screenings demonstrated that only the participants with peer attention demonstrated observational stimulus control as a function of the peer-yoked contingency gameboard intervention. Observational cusp developmental trajectory findings are discussed.

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Data Availability

The datasets generated during the current study are available from the corresponding author on request.

Notes

  1. The learn unit consists of the interlocking three-term contingency for teacher and student antecedents, behaviors, and consequences. Greer and McDonough (1999) define the learn unit as the fundamental unit of pedagogy, in which the teacher first presents a clear antecedent, followed by the opportunity for the student to respond, and concluding with the delivery of a consequence by the teacher. Reinforcement and corrections are provided contingently.

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Authors and Affiliations

  1. Graduate School of Arts and Sciences, Columbia University, 525 West 120th Street, New York, NY, 10027, USA

    Erika Michelle Byers & Jessica Singer-Dudek

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  1. Erika Michelle Byers
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  2. Jessica Singer-Dudek
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Correspondence to Erika Michelle Byers.

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The authors declare that they have no conflict of interest.

Additional information

This project was completed in partial fulfillment of the PhD degree from the Columbia University Graduate School of Arts and Sciences by Erika Michelle Byers. We thank Melissa Beninsig and Daniela Landim for their assistance with data collection.

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Byers, E.M., Singer-Dudek, J. The Analysis of Peer Attention as a Prerequisite for Observational Stimulus Control to Address Learning Conditions for Children with Disabilities. Behav. Soc. Iss. 33, 165–183 (2024). https://doi.org/10.1007/s42822-024-00169-2

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