Emergent Reading via Stimulus Pairing with Orientation Response
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ORIGINAL ARTICLE
Emergent Reading via Stimulus Pairing with Orientation Response Giovan W. Ribeiro 1,2 Deisy G. de Souza 1,2
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Hindira N. Kawasaki 1,2
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Letícia R. F. Menzori 1,2
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Micah Amd 1,3
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Julio C. de Rose 1,2
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# Association for Behavior Analysis International 2020
Abstract Matching-to-sample (MTS) is a widely used instrumental procedure for teaching reading and writing skills to beginning readers, in particular across stimulus equivalence research. Recent works suggests that stimulus-stimulus (S-S) pairing procedures incorporating orienting responses (SOresp) may also establish equivalence classes effectively. In brief, the “SOresp” involves sequences of S-S pairs following an orienting requirement (clicking on a fixation-cross that signals location of stimulus onsets). We investigated the efficacy of the SOresp using printed words (C) linked with referent pictures (B) with four children with reading deficits. Stimuli included six printed words (C1, C2 . . . C6) and their corresponding pictures (B1, B2 . . . B6) divided into two sets of three S-S pairs (Set 1: C1-B1, C2-B2, C3-B3; Set 2: C4-B4, C5-B5, C6-B6). For each stimulus set, the sequence was organized in 36-trial blocks (12 trials for each stimulus pair), repeated three to four times (108–144 trials per stimulus set). Training trials involved participants clicking on a fixation-cross presented in one of the four corners of the screen, followed by the presentation of a C-B sequence from one of three pairs (e.g., the printed word “LUA”—an image of the moon). Probe trials provided evidence for reading acquisition, and partial or total retention of the emergent reading, across all children, after a maximum of 144 teaching trials per set. A second experiment replicated and extended these findings with two additional children using a multiple probe design and three stimulus sets. These results have significant implications for educational interventions based on relational learning. Keywords Stimulus pairing . Stimulus equivalence . Reading . Orientation response . Children
The matching-to-sample procedure (MTS) has been widely used to teach behavior regarded as symbolic (e.g., Ferster, 1964; Hively, 1962; Rocha e Silva & Ferster, 1966). Subsequent work by Sidman and colleagues (Sidman, 1971, 1986, 1994; Sidman & Cresson, 1973; Sidman & Tailby, 1982) showed that the MTS procedure teaches relations between stimuli, and these directly taught relations can yield emergent relations. Based on these findings, Sidman and
* Giovan W. Ribeiro [email protected] 1
Laboratório de Estudos do Comportamento Humano, Departamento de Psicologia, Universidade Federal de São Carlos, Via Washington Luis Km 235, Mailbox 676, CEP 13565-905, São Carlos, SP 13565-905, Brazil
2
National Institute of Science and Technology on Behavior, Cognition, and Teaching (INCT-ECCE), São Carlos, SP, Brazil
3
School of Social Sciences, University of South Pacific, Laucala Campus, Suva, Fiji
Tailby proposed a behavioral conceptualization of what symbolic means, specifyi
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