A Parametric Analysis of a Protocol to Induce Bidirectional Naming: Effects of Protocol Intensity
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ORIGINAL ARTICLE
A Parametric Analysis of a Protocol to Induce Bidirectional Naming: Effects of Protocol Intensity Rebecca M. Hotchkiss 1 & Daniel M. Fienup 1
# Association for Behavior Analysis International 2020
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 Noincidental Naming (NiN) demonstrated mixed results from the intervention, regardless of intervention intensity. The outcomes are discussed in terms of efficiency and cost effectiveness. Keywords Bidirectional Naming . intensive tact instruction . parametric analysis . treatment intensity . verbal behavior
Bijou and Baer (1961) first began to examine child development from a behavior-analytic perspective by viewing psychological development from a natural science perspective. To do so, they first defined psychological development as changes in the way an individual behaves within the environment, with the frequency of behavior being determined by the environment. RosalesRuiz and Baer (1997) built on this approach by introducing the notion of cusps, or “any behavior change that brings the 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. * Daniel M. Fienup [email protected] 1
Department of Health and Behavior Studies, Teachers College, Columbia University, 525 West 120th Street, Box 223, New York, NY 10027, USA
organism’s behavior into contact with new contingen
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