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The Establishment of Incidental Bidirectional Naming through Multiple Exemplar Instruction: a Systematic Replication
Jessica S Yoon1, R Douglas Greer1, Maninder Virk1
1Department of Health and Behavior Studies, Teachers College Columbia University, New York, NY 10027 USA.
The Analysis of Verbal Behavior
|July 3, 2023
Summary
This study shows that a specific teaching method, multiple exemplar instruction (MEI) with echoics, effectively teaches incidental bidirectional naming (Inc-BiN) in preschoolers. This approach helps children learn word-object relations, crucial for language development.
Area of Science:
- Behavior Analysis
- Developmental Psychology
- Special Education
Background:
- Many children, including those with developmental disabilities, struggle to learn word-object relations incidentally.
- Specific interventions are often necessary to facilitate this learning process.
Purpose of the Study:
- To examine the effectiveness of a modified listener-speaker multiple exemplar instruction (MEI) procedure with added echoics.
- To assess the acquisition of Incidental Bidirectional Naming (Inc-BiN) in preschoolers with and without disabilities.
Main Methods:
- Replication of established MEI procedures with modifications.
- Inclusion of rotating listener (match and point) and speaker (tact and intraverbal-tact) responses with echoics.
- Training four preschoolers using multiple sets of stimuli.
Main Results:
- The modified listener-speaker MEI with echoics was effective in establishing Inc-BiN for 3 out of 4 participants.
- Untaught listener (point) and untaught speaker (intraverbal-tact) responses for novel stimuli were measured.
Conclusions:
- Listener-speaker MEI with added echoics is a viable strategy for establishing Inc-BiN.
- This intervention shows promise for improving language acquisition in young children, including those with developmental disabilities.
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