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ACQUISITION OF SPONTANEOUS EYE CONTACT DURING TEACHING INTERACTIONS: THE IMPLEMENTATION OF SHAPING TECHNIQUES WITHOUT PROMPTS. Len Levin, Ph.D. Kara Lee, M.A., BCBA Jessica Ann Korneder, M.A., BCBA Tiffany Bauer, M.A., BCBA Melissa L. Evans, M.S. Coyne and Associates. Introduction. - PowerPoint PPT Presentation
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ACQUISITION OF SPONTANEOUS EYE CONTACT DURING TEACHING INTERACTIONS: THE IMPLEMENTATION OF SHAPING TECHNIQUES WITHOUT PROMPTS
Len Levin, Ph.D.Kara Lee, M.A., BCBA
Jessica Ann Korneder, M.A., BCBATiffany Bauer, M.A., BCBA
Melissa L. Evans, M.S.
Coyne and Associates
Introduction
Coyne & Associates - 2009
Deficits in visual attending/eye contact is a commonly reported characteristic of Autistic Disorder (DSM-IV, 2000)
Prompting and prompt-fading strategies in response to a vocal SD (“Look at me” or calling child’s name) are commonly used techniques to ameliorate deficit (Foxx, 1977; Lovaas, 1981)
Introduction
Coyne & Associates - 2009
In our treatment and education program, spontaneous eye contact (SEC) is a pre-requisite for Discrete-Trial Teaching interactions
Usually implemented during initial weeks of early intervention
Relies on SHAPING/DIFFERENTIAL REINFORCEMENT rather than prompting and prompt-fading
Introduction
Coyne & Associates - 2009
Learners in our program learn to initiate eye contact with the instructor whenever there is a pause in the teaching interaction: Within 5 seconds of consuming reinforcer Within 5 seconds of responding to an
instruction
Purpose
Coyne & Associates - 2009
Experiment 1 To demonstrate that the initial step of
shaping protocol teaches the learner to initiate eye contact with instructor within 5 seconds of termination of preferred activity
Experiment 2 To demonstrate that the subsequent steps
of the protocol teach the learner to continually “check in” with the instructor each time the learner performs a response
Experiment 1
Coyne & Associates - 2009
PARTICIPANTS Six children
4 boys, 2 girls Age range = 24 to 36 months At risk for autism Early Intensive Behavioral Intervention
Experiment 1
Coyne & Associates - 2009
RESEARCH DESIGN Multiple Baseline Across Participants Two demonstrations:
San Diego consumers Orange County consumers
Experiment 1
Coyne & Associates - 2009
BASELINE PROCEDURE
1. Child seated next to or across from instructor
2. Child watching portable DVD player 3. Instructor turns off DVD and records
whether or not child initiates eye contact within 5 seconds
4. Instructor waits an additional 5 seconds (i.e., total of 10 seconds) before re-starting DVD player.
Experiment 1
Coyne & Associates - 2009
INTERVENTION PROCEDURE1. Child seated next to or across from
instructor2. Child watching portable DVD player3. Instructor turns off DVD player and
records whether or not child initiates eye contact within 5 seconds
4. Instructor turns on DVD when child makes eye contact
Experiment 1
Coyne & Associates - 2009
INTERVENTION PROCEDURE Child can be prompted to remain seated,
to sit with appropriate posture, or to place hands down on table, but direct prompting of eye contact was not implemented
Typically, reinforced responses during initial stage of implementation of shaping procedure are not as “clean” as the terminal response
Experiment 1
Coyne & Associates - 2009
INTERVENTION PROCEDUREDifferential Reinforcement to decrease
latency Incorrect Response ( > 5 seconds)
access DVD for 10 - 30 seconds Correct Response ( ≤ 5 seconds)
access DVD for 40 - 60 seconds
Shaping Eye Contact
Coyne & Associates - 2009
Shaping Eye Contact
Coyne & Associates - 2009
Coyne & Associates - 2009
ResultsSan Diego
Coyne & Associates - 2009
ResultsOrange County
Experiment 2
PARTICIPANTS Six children, all boys Age range = 24 to 36 months At risk for autism Early Intensive Behavioral Intervention Different participants than Experiment 1
although all Experiment 2 participants received Experiment 1 intervention before participation in Experiment 2
Coyne & Associates - 2009
Experiment 2
RESEARCH DESIGNChanging criterion design:
The criterion for reinforcement changed across conditions in that the participant was required to respond to increasingly more high-probability requests and establish eye contact after each response before the reinforcer (i.e., access to DVD) was delivered
Coyne & Associates - 2009
Experiment 2
Condition 1 Procedure (1 high-p) 1. Child seated next to or across from instructor2. Child watching portable DVD player3. Instructor turns off DVD player and records
whether or not child initiated eye contact within 5 seconds
4. When child establishes eye contact, instructor delivers high-p request; instructor records whether or not child establishes eye contact within 5 seconds of performing response
Yields 2 opportunities per trial
Coyne & Associates - 2009
Condition 1
Coyne & Associates - 2009
Experiment 2
Condition 2 Procedure (2 high-p)
1. Child seated next to or across from instructor
2. Child watching portable DVD player
3. Instructor turns off DVD player and records whether or not child initiated eye contact within 5 seconds
4. When child establishes eye contact, instructor delivers high-p request; instructor records whether or not child establishes eye contact within 5 seconds of performing response
5. When child establishes eye contact, instructor delivers second high-p request; instructor records whether or not child establishes eye contact within 5 seconds of performing second response
2 yields 3 opportunities per trial
Coyne & Associates - 2009
Condition 2
Coyne & Associates - 2009
Experiment 2
Condition 3 Procedure (3 high-p)
1. Child seated next to or across from instructor
2. Child watching portable DVD player
3. Instructor turns off DVD player and records whether or not child initiated eye contact within 5 seconds
4. When child establishes eye contact, instructor delivers high-p request; instructor records whether or not child establishes eye contact within 5 seconds of performing response
5. When child establishes eye contact, instructor delivers second high-p request; instructor records whether or not child establishes eye contact within 5 seconds of performing second response
6. When child establishes eye contact, instructor delivers third high-p request; instructor records whether or not child establishes eye contact within 5 seconds of performing third response
Condition 3 yields four opportunities per trial
Coyne & Associates - 2009
Experiment 2
During all conditions, instructor implements differential reinforcement for latency of eye contact after FINAL OPPORTUNITY of trial
Incorrect Response ( > 5 seconds)
Access to DVD for 10 - 30 seconds
Correct Response ( ≤ 5 seconds)
Access to DVD for 40 - 60 seconds
Coyne & Associates - 2009
Experiment 2
SUMMARY OF CONDITIONS/CHANGING CRITERION
During all conditions, one data point = 5 trials
With number of trials remaining constant, number of opportunities per data point change systematically across conditions
CONDITION 1 = 2 Opportunities per trial = 10 per data point
CONDITION 2 = 3 Opportunities per trial = 15 per data point
CONDITION 3 = 4 Opportunities per trial = 20 per data point
Coyne & Associates - 2009
Coyne & Associates - 2009
Results
Coyne & Associates - 2009
Results
Coyne & Associates - 2009
Results
Discussion - Clinical Practice
Coyne & Associates - 2009
In our treatment and education program, spontaneous eye contact (SEC) is a pre-requisite for Discrete-Trial Teaching interactions
The SEC skill acquisition program is Experiment 1 and Experiment 2 combined
Is incorporated into all Discrete-Trial Teaching and maintained via intermittent schedule of reinforcement
SEC in Discrete Trial Teaching
Coyne & Associates - 2009
SEC in Discrete Trial Teaching
Coyne & Associates - 2009
Discussion
Coyne & Associates - 2009
In our experience, the protocol described produces better outcomes than traditional, SD - driven approach (e.g., “Look at me”)
However, this project did not directly compare efficacy of different strategies to promote eye contact
Future research should assess comparative efficacy of different approaches
Discussion
Coyne & Associates - 2009
One could conceptualize current approach as relying exclusively on Motivating Operations rather than “instructional” discriminative stimuli
In this way, protocol is analogous to mand training
Discussion
Coyne & Associates - 2009
Caregivers frequently report increased spontaneous eye contact in the natural setting after mastery of SEC program in our sessions, especially during manding situations
This phenomenon needs to be verified empirically, but if it is true, one could conceptualize that the current protocol facilitates the initiation of eye contact as a functional, “over-generalized” mand
Discussion
Coyne & Associates - 2009
We speculate that the critical component of the reinforcer (i.e., access to DVD) is that instructor controls onset and offset
If true, then food reinforcers may not be optimal for shaping this skill
This should be examined in future studies
Discussion
Coyne & Associates - 2009
Does spontaneous eye contact during teaching interactions, as produced by the protocol described, impact the rate of skill acquisition or efficiency of teaching?