The present study investigated the effects of various fluency aims on the emergence of derived relational responding for various populations. Derived relational responding is a skill needed to develop complex language. Determining fluency aims to ensure derived relations can impact how we teach language and other complex skills. A parametric analysis of various fluency aims was completed using a multiple treatments design with ongoing probes of derived relational responding. Participants’ performance during accuracy and fluency tasks was assessed using a computer program designed for this study and presented on a tablet computer. The computer program recorded correct responses per minute and number of correct responses out of a total number of responses. A fluency aim could be experimentally verified if participants met criterion during tests of derived relational responding at an initial aim, that aim could be replicated with a novel symbol set, the participant met criterion during a test probe after performing at a higher frequency and failed to meet criterion during a test probe after performing at a lower frequency. Across all populations recruited for this study, a fluency aim that was empirically verified was not found. Participants performance did not match the performance described above and in some cases, performance was opposite, meaning participants passed a test probe after performing at a lower aim and failed the test probe after performing at a higher aim.
|Commitee:||Eshleman, John, Whittington-Barnish, Ashley|
|School:||The Chicago School of Professional Psychology|
|Department:||Applied Behavioral Analysis|
|School Location:||United States -- Illinois|
|Source:||DAI-B 80/08(E), Dissertation Abstracts International|
|Subjects:||Behavioral psychology, Psychology|
|Keywords:||Derived relational responding, Fluency, Frequency aim, Precision teaching, Relational frame theory|
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