Abstract
We tested the effect of multiple exemplar instruction (MEI) on acquisition of joint spelling responses, vocal to written and vice versa, for three sets of five words by four kindergarteners with language delays using a delayed multiple probe design. First, students were taught to spell Set 1 as either vocal or written responses (two vocal and two written) and probed on untaught responses. Next students were taught Set 2 using MEI (i.e., alternating responses) and again probed untaught responses for Set 1. Finally, Set 3 was taught in a single response and students were probed on untaught responses. Two students spelled none of Set 1 untaught responses before MEI, while two spelled the words at 60% accuracy or 10% accuracy. After MEI on Set 2, all students spelled untaught responses for Set 1 at 80% to 100% accuracy and Set 3 at 80% to 100% accuracy. The MEI resulted in joint stimulus function such that formerly independent responses came under the same stimulus control. We replicated these results with four other kindergartners with autism who performed academically above their typically developing peers. The results are discussed in terms of Skinner’s treatment of the independence of the two verbal operants.
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We are grateful to Claire Eagan for her assistance in the collection of the data. In addition we are appreciative of the efforts of Regina Spilotras for her assistance in the reliable assessment of the instructional histories of each of the students. We are also indebted to Olive Healy and Yvonne and Dermot Barnes-Holmes for assisting us in our efforts to build more powerful scientifically based instruction. Finally, we are especially appreciative of the accurate, useful, and informative comments of the anonymous reviewers of this paper and the editor of The Analysis of Verbal Behavior.
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Greer, R.D., Yaun, L. & Gautreaux, G. Novel Dictation and Intraverbal Responses as a Function of a Multiple Exemplar Instructional History. Analysis Verbal Behav 21, 99–116 (2005). https://doi.org/10.1007/BF03393012
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DOI: https://doi.org/10.1007/BF03393012