Effects of mixed-trial versus interspersed-mixed-trial teaching on the emergence of bidirectional naming

Document Type

Thesis

College

College of Arts and Sciences

Department

Psychology

Degree

M.S. Applied Behavior Analysis

Date Completed

2022

First Committee Member

Johnson, Cammarie

Second Committee Member

Dickson, Chata

Third Committee Member

Thompson, Rachel

Abstract

"Bidirectional naming, the integration of speaker and listener behavior, may not emerge in children with autism until they are much older (Horne & Lowe,1996; Miguel, 2016). One 11- year-old with autism participated in a screening assessment (Spano, 2021) and teaching analysis that evaluated the emergence of speaker or listener behavior when the other was taught. A screening assessment did not capture the presence of bidirectional naming or related components, speaker, or listener unidirectional naming (Hawkins et al., 2018). Subsequently, using a multiple probe design across stimulus sets, the participant’s responses on probes for emergent responses were evaluated for two teaching arrangements, mixed-trial and interspersed-mixed-trial teaching. Teaching analysis results indicated that both teaching procedures produced emergent responses for this participant. Further, the presence of speaker unidirectional naming was shown in a re-administration of the screening assessments after mixed-trial instruction and these outcomes were replicated after interspersed-mixed-trial instruction. Because of the limited number of participants and teaching sets, the current study did not evaluate the presence of emergent tacts after teaching listener behavior responses in a mixed-trial format. More research is needed to evaluate the effects of mixed-trial and interspersed-mixed-trial instruction on the emergence of bidirectional naming."

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