department of behavior analysis behv 5250: advanced topics in intervention summer 2003department of...
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Concept Learning and Analysis
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Today’s agenda
• Welcome (5 minutes)– Please remember to click– Party dishes
• Questions & answers (5 minutes)• Student presentations of difficult-to-discriminate stimuli
(45 minutes)
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
A thought for today…
“Those who fall in love with practice without science are like sailors who enter a ship without a helm or a compass, and who never can be certain of whither they are going.”
-author unknown
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Concept Learning
• an abstract or generic idea generalized from particular instances (Webster’s On-line Collegiate Dictionary)
• Any stimulus property(ies) that set the occasion for the same or functionally equivalent responses
• “A common tact that is under the control of a subset of properties which may be present upon a given occasion but probably never exclusively compose such an occasion.” (Skinner, 1957)
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Concept Attributes
• Critical– Define the concept– Required for delivery of reinforcement– Comprise the Sd
• Variable– Accompany, but do not define the concept– Are not required for reinforcement– Are often the source of stimulus control problems in instruction
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Your turn!
• Generate a list of the critical and variable attributes for the following concepts:– Circle– Over– Sentences that use the passive voice construction
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Critical Attributes Variable Attributes
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On the need for discrimination training in instruction…
“Any property of a stimulus present when a verbal response is reinforced
acquires some degree of control over that response and
this control continues to be exerted when the property
appears in other combinations.”
- Skinner, 1957, p. 107
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Teaching new conceptual items…
• One example cannot teach a concept• Sets of only positive examples do not help• Egs & Negs MUST share some common variable
attributes• Minimally different Negs tighten stimulus control
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
A basic discrimination routine to establish a concept…
• Eg• Maximally different Eg.• Minimally different Neg.• Maximally different Neg• Minimally different Eg.• Juxtapose NOVEL Egs & Negs
- Engleman & Carnine, 1991, p. 37
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Your turn!
• On the next slide, you’ll see an example of a poorly designed discrimination routine to teach the concept “over.” While looking at the routine, describe what makes it a non-example of good instructional design.
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Your turn!
• On the next slide, you’ll see an example of a poorly designed discrimination routine (although it is a bit better than the example you just saw) to teach the concept “over.” While looking at the routine, describe what features the routine has that makes it a good example and what features make it a bad example.
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Your turn!
• On the next slide, you’ll see an example of a well-designed discrimination routine to teach the concept of “over.” Describe its features that help make it a good example.
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Testing for generalization and discrimination
• Must use novel examples and nonexamples– Examples must be close-in nonexamples and far-out examples
• Far-out examples test for generalization• Close-in nonexamples test for discrimination
Please remember…
all test examples really should
be novel
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Your turn!
• Now, take that fairly good example of the discrimination routine to teach “over” and make it even better!
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Your turn!
• Generate discrimination routines that requires the child to answer “yes” or “no” to teach the concept of a circle– Generate a bad example of a routine and explain why it is a
nonexample– Generate a good example and explain why it is so
• Generate a discrimination routine to teach the child to say the number 3 in response to seeing three lines on a page– Generate a bad example of a routine and explain why it is a
nonexample– Generate a good example and explain why it is so
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Tonight’s homework
• Analyzing appendices 6, 7, and 8 (8 is online)• of the 13 example draft concept analyses Tiemann & Markle
present in Appendix 7, select four and identify in each what procedural errors the drafts contain and exactly where the errors are located; also, please generate at least one solution for each procedural error you detect (due tomorrow)
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Today’s agenda
• Welcome (5 minutes)– Please remember to click– Set date to begin applied project presentations
• Questions & answers (5 minutes)• Student presentations of difficult-to-discriminate stimuli
(45 minutes)• Concept relationships and constructing rational sets
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Superordinate
Subordinate
Relationships between concepts
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Coordinate
Relationships between concepts
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Relationships between concepts(All)
X
Y
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Relationships between concepts(All)
1
3
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Relationships between concepts(Some)
1
3
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Relationships between concepts(Some)
Floozals
WidgetsHoomptas
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Relationships between concepts(No)
Floozals
WidgetsHoomptas
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Your turn!
• Diagram the relationship between the following concepts:– Circles– lines– Shapes– Things that are drawn by hand– Label each as
• Superordinate
• Subordinate
• Coordinate
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Student errors in responding
• Generalization error– Calls an X a Y, when it’s really an X– Source of error: variable attributes– Remediation: broader set of examples using wider range of variable
attributes
• Discrimination error– Calls a NON-X an X– Source of error: critical attributes– Remediation: broader set of examples and nonexamples that more
carefully control for presence and absence of critical attributes
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Developing a rationale set
• Identify a prototype• Identify the critical attributes• Identify nonexamples based on absence of each
critical attribute• Identify the variable attributes• Assemble the minimum rationale set
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Developing a rationale set
• Identify a prototype• Identify the critical attributes• Identify nonexamples based on absence of each
critical attribute• Identify the variable attributes• Assemble the minimum rationale set
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Identifying the prototype
• Typical and highly representative
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Developing a rationale set
• Identify a prototype• Identify the critical attributes• Identify nonexamples based on absence of each
critical attribute• Identify the variable attributes• Assemble the minimum rationale set
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Developing a rationale set
• Identify a prototype• Identify the critical attributes• Identify nonexamples based on absence of each
critical attribute• Identify the variable attributes• Assemble the minimum rationale set
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Nonexamples based on critical attributes
Concept Critical attribute Possible nonexample
Spoon Smooth forward edge of bowl
Small spatula
Shoe Closed heel Leather clog
Bed Mattress on some form of a base
Mattress on the floor
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Your turn!
• Using the critical attributes you identified for the following concepts, describe and draw possible nonexamples based on the absence of critical features:– Circle– Three objects– Sentences that use the passive voice construction
• Each nonexample should be missing one (and only one) critical attribute
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Developing a rationale set
• Identify a prototype• Identify the critical attributes• Identify nonexamples based on absence of each
critical attribute• Identify the variable attributes• Assemble the minimum rationale set
![Page 44: Department of Behavior Analysis BEHV 5250: Advanced Topics in Intervention Summer 2003Department of Behavior Analysis Concept Learning and Analysis](https://reader033.vdocuments.us/reader033/viewer/2022061305/5513fba9550346dd488b4672/html5/thumbnails/44.jpg)
Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Identify the variable attributes
• Identify each important dimension (at least two) of each variable attribute
• Shoot for exhaustive values of each dimension• Select generalization examples based on exhaustive
values of variable attributes
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Developing a rationale set
• Identify a prototype• Identify the critical attributes• Identify nonexamples based on absence of each
critical attribute• Identify the variable attributes• Assemble the minimum rationale set
![Page 46: Department of Behavior Analysis BEHV 5250: Advanced Topics in Intervention Summer 2003Department of Behavior Analysis Concept Learning and Analysis](https://reader033.vdocuments.us/reader033/viewer/2022061305/5513fba9550346dd488b4672/html5/thumbnails/46.jpg)
Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Assemble the rational set
• 2 sets– Examples– Nonexamples
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Assemble the rational set
• 2 sets– Examples
• Any attribute that does vary must vary
– Nonexamples• Must represent the absence of each critical attribute one at a time
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Your turn!
• For the following concepts, generate a list of its critical and variable attributes, then generate a description of the minimal rational set for the examples and nonexamples, and place the examples and nonexamples into the teaching order we discussed earlier.– Book– Car– Lowercase letter “a”
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Summer 2003 Department of Behavior Analysis
Department of Behavior AnalysisBEHV 5250: Advanced Topics in Intervention
Tonight’s homework• following the examples Tiemann & Markle gave you in Appendix 8, generate model
concept analyses for the following concepts assuming that you will be teaching these concepts to children with autism in elementary school:
• cup
• car
• shirt
• friend
– note: you will share these in class tomorrow, so please prepare the materials with presentation in mind
• complete steps one and two in Tiemann & Markle's Appendix 6 (bottom pf page 218) and be prepared to present your rational set to the class tomorrow. Do this for each of the concepts listed above.