the differential outcomes effect : teaching verbal operants
DESCRIPTION
The Differential Outcomes Effect : Teaching Verbal Operants. Michelle Olson, M.S, Mark Harvey, Ph.D, BCBA Ansley Hodges, M.S., BCBA, Eb Blakely, Ph.D, BCBA-D Florida Institute of Technology and QuestKids. Typical Procedure. Differential Outcomes Procedure. - PowerPoint PPT PresentationTRANSCRIPT
The Differential Outcomes Effect: Teaching Verbal Operants
Michelle Olson, M.S, Mark Harvey, Ph.D, BCBAAnsley Hodges, M.S., BCBA, Eb Blakely, Ph.D, BCBA-D
Florida Institute of Technology and QuestKids
Typical Procedure
Differential Outcomes ProcedureDifferent reinforcers in a discrimination task, correlated with each kind of response
Increase rate of acquisition and/or maintain higher steady state performance
Differential Outcomes Effect
Lab Studies With Nonhumans:Variety of discrimination Paradigms
Two Choice Discrimination Experiments
Two-Choice Procedure: Correlated Outcomes
Light
Light
Two-Choice Control Procedure:Uncorrelated Outcomes
Light
Light
Two-Choice Control Procedure:Confound????
1. Two reinforcers2. Correlated outcomes
Food Food Food WaterDOETypical
Human Application: Correlated Outcomes
Human Application:Uncorrelated Outcomes
• Two boys with autism – 8 and 5 years old• QuestKids Academy –
Experiment 1: Extension to Verbal Operants
Experiment 1 Design
• Alternating Treatments
• Dependent Variable:– % correct of intraverbal responses
• Independent Variable:– Correlated vs. Uncorrelated outcomes
Baseline Procedure
General Treatment Procedure
Intraverbal TasksCorrelated Task
Uncorrelated Task
Video
• Show video Clip
Santi: IntraverbalsCorrelated Task
Uncorrelated Task
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BL Tx
Uncorrelated
Correlated
Maint
Results Experiment 1: Santi
Josh: IntraverbalsCorrelated Task
Uncorrelated Task
Results Experiment 1: Josh
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Sessions
Perc
ent
Corr
ect
BL Tx Maint
CorrelatedUncorrelated
Decreased # experimenters
Experiment 2: Extension to Intraverbals and Tacts
• Two different boys with autism both 8 years old
• QuestKids Academy –
Experiment 2
• Design:– Alternating Treatments– Multiple baseline across verbal operants
• Dependent Variable:– % correct responses– Note: 100% and 97%, IOA respectively
• Independent Variable:– Correlated vs. Uncorrelated outcomes
Caliel: Tacts
Correlated Task
Uncorrelated Task
Caliel: IntraverbalsCorrelated Task
Uncorrelated Task
ResultsExperiment 2: Caliel
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100 Intraverbals
Perc
ent
Corr
ect
BL Tx Maint
Correlated Uncorrelated
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Tacts
Sessions
Perc
ent
Corr
ect
Austin: Tacts
Correlated Task
Uncorrelated Task
Austin: Intraverbals
Correlated Task
Uncorrelated Task
ResultsExperiment 2: Austin
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100Intraverbals
Sessions
Perc
ent
Corr
ect
0102030405060708090
100
Tacts
Perc
ent
Corr
ect
BL Tx Maint
Uncorrelated
Correlated
Discussion of Austin
Why was uncorrelated more effective?
Correlated Task
Summary of ResultsParticipant Intraverbal
(DOE)Tact
(DOE)Santi
Josh
Caliel x
Austin x x
Discussion
• DOE procedure has promise in teaching verbal operants, especially intraverbals
• Task difficulty critical element
• Use when traditional procedures don’t work
Discussion
–Future Directions• Intraverbals replications • Recall / Comprehension (DTMS)• Different ages / abilities
Differential Outcomes Effect
Match-to-Sample
Traditional Discrimination Training
Assay: Match-to-sample
Sample stimulus
Choice stimuli
Food Food
DOE Procedure
Sample stimulus
Food Drink
DOE Procedure
Sample stimulus
Food Drink
DOE Control Procedures
Sample stimulus
.5 Food/.5 Drink
.5 Food/.5 Drink
Uncorrelated
Sample stimulus
Food DrinkCorrelated
DOE Procedure: Application
A B
SD: “Point to A”
Candy Soda
SD: “Point to B”
Academic Tasks
DOE Procedure: Application
“Sandwich”
“My friend Will”
SD: “What did you just eat?”
Candy Soda
SD: “Who did you just talk to?”
Recall Tasks
Exercises
The DOE is an effect in which different _________ are used for different ________ in a discrimination task.
What is the proper control procedure in a DOE study?
Pick a task that you are teaching, and design a DOE procedure for it.