Emergent Listener Fluency: A Replication
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Emergent Listener Fluency: A Replication Ji Young Kim 1
& Madeline
R. Frank 1 & Daniel M. Fienup 1
Accepted: 18 September 2020/ # Association for Behavior Analysis International 2020
Abstract Fluent listener behavior is a fundamental repertoire that affects the learning and development of speaker repertoires. We used a concurrent multiple-baseline design across 3 preschool-aged participants with disabilities to evaluate the effectiveness of a listener emersion protocol on increasing listener fluency. Prior to intervention, the participants demonstrated difficulty following vocal directions. The dependent variables were the rate per minute of correct and incorrect listener responses to vocal directions. The listener emersion protocol required participants to follow 4 sets of 5 one-step vocal directions. Results of this study indicate that listener fluency improved with an increased rate of correct responses across all 3 participants as a function of the listener emersion protocol. Keywords Listener emersion protocol . Listener repertoires . Listening fluency
Listener repertoires are foundational to later speaker repertoires (Greer & Keohane, 2005); that is, a child must first hear words in order to say them aloud. For example, a child may hear the word “water” while receiving a physical glass of water under conditions of water deprivation. The next time the child is under the conditions of water deprivation, the child may emit the word he or she heard and receive water. If this occurs, this child successfully discriminated the word “water” as a listener response, then functioned as a speaker and emitted the same sounds to obtain the object. Prior to the speaker response, appropriate listener repertoires were necessary. Listener repertoires are distinct from hearing, as listening is an active process ranging from covert to overt behavior. Listener repertoires assist in early communicative attempts and lead to the development of complex verbal repertoires such as naming (Horne & Lowe, 1996). Review articles suggest teaching speaker responses before listener responses to produce emergent behavior (Contreras, Cooper, & Kahng, 2020; Petursdottir & Carr,
* Ji Young Kim [email protected]
1
Department of Health and Behavior Studies, Teachers College, Columbia University, 525 W 120th St., New York, NY 10027, USA
The Analysis of Verbal Behavior
2011); however, the authors highlighted that this is not the case for all participants, and some children require direct listener training. For children who have not been successful at learning speaker responses first, listener repertoires have been targeted in a number of ways. One way has been to directly teach discrete listener skills. For example, Kurt (2011) taught students to follow verbal instructions with gestures and/or signs after discrete-trial instruction to follow a verbal instruction with visual support. Another approach focuses on teaching listener repertoires instead of discrete listener responses. The listener emersion protocol (Greer, Chavez-Brown,
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