The usefulness of applying Skinner’s taxonomy of verbal behavior to observational learning1

Q2 Social Sciences

Evidence-Based Communication Assessment and Intervention Pub Date : 2022-07-03 DOI:10.1080/17489539.2023.2223577

Amarie Carnett, Sehar Moughal

引用次数: 0

Abstract

Study duration: Before starting the baseline, a pre-assessment was conducted to determine unknown pictures to be used for the teaching sessions. An observational learning (OL) assessment was also conducted as a baseline probe. Each probe comprised 10 trials (5 reinforced and 5 non-reinforced trials). A total of four stimuli sets were probed, with one probe per picture stimuli set. Training consisted of two parts: i) teaching the rule-correspondence, and ii) teaching overt echoic, tacting the model’s response, and correct statements. Each session consisted of four to eight trials per trial type and condition. Across baseline, intervention, and generalization phases, a total of 51 sessions were conducted.

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将斯金纳的言语行为分类法应用于观察学习的有用性

研究持续时间:在基线开始之前，进行了预评估，以确定用于教学课程的未知图片。观察性学习(OL)评估也作为基线探查。每个探针包括10个试验(5个强化试验和5个非强化试验)。共探测四个刺激集，每个图像刺激集一个探针。训练包括两个部分:i)教授规则对应，ii)教授明显的回声，模仿模型的反应，以及正确的陈述。每个疗程包括四到八个试验，每个试验类型和条件。在基线、干预和推广阶段，共进行了51次治疗。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Evidence-Based Communication Assessment and Intervention Social Sciences-Linguistics and Language

CiteScore

1.60

自引率

0.00%

发文量

期刊介绍： Evidence-Based Communication Assessment and Intervention (EBCAI) brings together professionals who work in clinical and educational practice as well as researchers from all disciplines to promote evidence-based practice (EBP) in serving individuals with communication impairments. The primary aims of EBCAI are to: Promote evidence-based practice (EBP) in communication assessment and intervention; Appraise the latest and best communication assessment and intervention studies so as to facilitate the use of research findings in clinical and educational practice; Provide a forum for discussions that advance EBP; and Disseminate research on EBP. We target speech-language pathologists, special educators, regular educators, applied behavior analysts, clinical psychologists, physical therapists, and occupational therapists who serve children or adults with communication impairments.