Fluency Research Wrkshop Carl Binder's Handouts Garl Binder Kent Johnson Glay Starlin Ogden Lindsley & Friends O 1996 Carl Binder Fluency Workshop / ABA 96 O 1996 Carl Binder Fluency Workshop / ABA 96 . lntroductions and Stage-setting . REAPS and other Research Topics - Carl Binder . Topics and Specific Designs - Kent Johnson . Aims, Screening, Placement, etc. - Clay Starlin . Advanced Charting/Analysis Tools - Ogden Lindsley . Break-out Design Sessions - All . Debrief and Wrap-up 2 1 @ 1996 Carl Binder ABA - San Francisco
. ldentify fluency research topics & questionso Specify independent variables & measureso Design procedures. Select appropriate measures and designso Use the Standard Chart for analysis
O 1996 Carl Binder Fluency Workshop / ABA 96
@ 1996 Carl Binder Fluency Workshop I ABA 96
o Most of what we know is from thousands ofsingle-learner clinical replications.
o Rigor of knowledge so tar is in the tool -the Standard Celeration Chart
o We have not met like this before.o We want to "seed" the field with research
ideas and designs for more formal work.o To encourage more research and sharing
among those able to conduct it.
o To leave with specific, concrete designs"
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2@ 1996 Carl Binder ABA - San Francisco
Fluency Research Wrkshop Carl Binder's Handouts
o Frequency is a dimension of behavior.
o Proficiency in all areas of human behaviorinvolves both tim elpace and accuracylquality.
o To validate specific tluency standards requiresone or more external referents (as in medicine).
o The domain of behavior frequencies is a fabricof ratios, ranges, and components/composites.
o Single-subject design is fundarnental.
o The standard celeration chart is a basic tool.
@ 1996 Carl Binder Fluency Workshop / ABA 96
"l have had a lot of luck in my scientific career. As I look backon it, it seems to me that two important things were the useof rate of responding as a basic datum and the so-calledcumulative record which makes changes in rate conspicuous....A cumulative record makes visible at a glance changes inrate of responding over long periods of time. lt permits aninstantaneous analysis of behavior as an experiment proceeds."
Quoted in R.l. Evans, B. F. Skinner: The Man andHis ldeas. NewYork: E.P. Dutton, 1968.
O 1996 Carl Binder Fluency Workshop / ABA 96
3@ 1996 Carl Binder ABA - San Francisco
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Fluency Research Wrkshop Carl Binder's Handouts
. The operant chamber: beyond alley ways and jumpingstands - convenience plus uninterrupted streams of behavior
. The cumulative recorder
. Ferster, 1953
. Lindsley and Skinner with humans
. Lindsley: Standard Celeration Chart, Precision Teaching
. Haughton, Starlin, Kunzelmann, et al: aims, REAPS
. The rest of us: fluency research and development
- Barrett, Binder, et al - Behavior Prosthesis Lab
- Graf, Eshlemann, McDade, and many others
-Johnson, Layng, et al- Morningside Model. Corroborating results from other fields
O 1996 Carl Binder Fluency Workshop / ABA 96
O 1996 Carl Binder Fluency Workshop / ABA 96
o Probability of behavioro Behavior frequencieso Procedures have frequencieso Frequency matching: behavi orl
environmento [Vleasurement sensitivityo Frequency is a dimension of behavior
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Fluency Research Wrkshop Carl Bindels Handouts
Fluency (True [\4astery: accuracy + speed)
1 00% accu racy (traditional "mastery")
Beginner's level (inaccurate and slow)
lncompetence (no measurable performance)
O 1996 Carl Binder Fluency Workshop / ABA 96
. RETENTION: Higher frequencies seem to predictbetter Retention and Maintenance of behavior.
. ENDURANCE: More rapid uninterrupted "automatic"responding seems more resistant to distraction andfatigue, more stable.
. APPLICATION: lncreasing the frequency ofcomponent behaviors seems to improve transfer/application in new and more complex behaviors.
O 1996 Carl Binder Fluency Workshop / ABA 96
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Fluency Research Wrkshop Carl Bindels Handouts
Retention E Endurance - Application
Performance
Standards
O 1996 Carl Binder Fluency Workshop / ABA 96
O 1996 Carl Binder Fluency Workshop / ABA 96
o lVleasurement-defined : 100o/o correct ceilingo Teacher-imposed: materials and procedureso Deficit-imposed: component behaviorso Handicap-defined: irremediable deficits
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Fluency Research Wrkshop Carl Binder's Handouts
o Elements and compounds. Tools movements and basic skillso Discriminations and skilled movements. Stimulus equivalences / mediated transfero Links and chainso Components and composites
O 1996 Carl Binder Fluency Workshop / ABA 96
@ 1996 Carl Binden Fluency Workshop / ABA 96
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Fluency Research Wrkshop Carl Binder's Handouts
. SEE/SAY cards (SAFIVEDS)o SEE/SAY practice sheetso SEE/WRITE practice sheetso SEE/I\XARK practice sheetso HEAR/SAY questions/responses. HEAR.SEE/SAY fluency aids. HEAR/DO follow directionso FREE/SAY talk about a topic
O 1996 Carl Binder Fluency Workshop / ABA 96
O 1996 Carl Binder Fluency Workshop / ABA 96
o Frequencies of composite behaviorso Celerations of composite behaviorso Frequency dividers or multiplierso Accuracy ratios (correct I error frequencies)o Celeration multiplierso Variability of behavior (bounce as a ratio)o Suppression ratios (distractibility). Others?
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Fluency Research Wrkshop Carl Binder's Handouts
. ComponenUcomposite ratios may impose ceilings ifcomponent frequencies are low.
. Ceilings may cap celerations, truncate phases,mask effects.
o Observing some effects may require x5 to x10spread or change in independent variables, e.9.,practice durations and beginning frequencies forendurance effects.
. Check to be sure procedures mirror real-life humanfrequencies and ranges.
CI 1996 Carl Binder Fluency Workshop / ABA 96
@ 1996 Carl Binder Fluency Workshop / ABA 96
. Much of what we know is based on a narrow rangeof behavior - academic performance on PT practicesheets (S/MARK, SA/VRITE S/SAY, H/SAY, etc.)
. There are many other domains of behavior, e.g.:
-athletics, performing arts
-fine and gross motor skills (OT, PT)
-professional verbal behavior
-professional manual skills
-social behaviors and "soft" skills
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lssue: The Fidelity of Laboratory Analogs
@ 1996 Carl Binder ABA - San Francisco
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Fluency Research Wrkshop Carl Binder's Handouts
o How similar to behavior in natural settings?o Are the ranges of latencies comparable to ranges
of naturally occurring frequencies?o How disruptive are frequent interruptions?o Fluency outcomes probably combine effects of
latencies and response durations.o The danger of studying statistically significant but
clinically insignificant phenomena.o Free operant operant analogs may be preferable.o The challenge of removing ceilings.
O 1996 Carl Binder Fluency Workshop / ABA 96
O 1996 Carl Binder Fluency Workshop / ABA 96
. Retention: The ability to perform a behavior at agiven level after varying periods of no opportunitiesto do so ("remembering").
. lVaintenance: The ability to perform a behavior at agiven level after varying periods of opportunities todo so.
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ln a well-sequenced curriculum,maintenence may often be more relevant
than remembering in the pure sense.
@ 1996 Carl Binder ABA - San Francisco
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Fluency Research Wrkshop Carl Binder's Handouts
. Verbal learning studies and "overlearning"o Early PT results - maintenance checkso Orgel and Bower, 1984. Berquam, 1991
o Recent theses and dissertations. Is it amount of practice or is it fluency per se?
O 1996 Carl Binder Fluency Workshop / ABA 96
@ 1996 Carl Binder Fluency Workshop / ABA 96
o Practice to different frequencies and checkcorrect frequencies and accuracy ratios atvarious intervals later
o Option: control for amount of practice
-arguments for and against. Differences between types of behaviors (e.g.,
paired associates vs. motor tasks)o N/aintenance opportunities vs, no opportunities
Note: retention aims may differ from what isrequired for endurance, application, etc.
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Fluency Research Wrkshop Carl Binder's Handouts
Endurance: The ability to maintain a given level ofperformance over extended performance intervalswith stability and resistance to distraction.
O 1996 Carl Binder Fluency Workshop / ABA 96
. [Marylin Cohen first used the term "endurance" in the 1970's torefer to the ability to maintain a performance frequency overlonger timings.
. Eric Haughton promulgated the term in the 1980's withREAPS, and with sports analogies, "sprints," etc.
. Van Houten confounded performance duration with coverUovert timing procedures.
. Binder systematically changed timing durations and looked foreffects
. Binder's dissertation sorted out Van Houten confounding andreported a free operant analog of LaBerge and Samuels(1972) latency procedures for assessing distractibility.
@ 1996 Carl Binder Fluency Workshop / ABA 96
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lssue: Resistance to fatigue, stability, andresistance to distraction may be separate effects.
@ 1996 Carl Binder ABA - San Francisco
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Fluency Research Wrkshop Carl Binder's Handouts
o Changes in correct and error frequencies overextended periods or with changes in performancedurations, ?s a function of beginning correctfrequency.
. Changes in bounce envelope over extendeddurations or with changes in duration, ?s afunction of beginning correct frequency.
o Suppression ratio (rate during distracting stimuluslrate without distraction) as a function ofbeginning correct frequency and performanceduration.
O 1996 Carl Binder Fluency Workshop / ABA 96
O 1996 Carl Binder Fluency Workshop / ABA 96
1. Change practice durations and look for effects oncorrect frequencies and accuracy.
2. Change practice durations and look for effects oncelerations.
3. Parametric study of range of beginning correctfrequencies x range of practice durations (bothranges x5 to x10).
4.lmpose distracting stimulus during free operantperformance with different beginning frequenciesand use cumulative recorder and suppressionratio to assess effects.
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@ 1996 Carl Binder ABA - San Francisco
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Fluency Research Wrkshop Carl Binder's Handouts
Application: The ability to acquire andloraccelerate performance of more complexbehaviors (programmed or "novel") as afunction of component behavior performancefrequencies.
O 1996 Carl Binder Fluency Workshop / ABA 96
. Old learning lab studies of whole/part learning and transfer.
. Haughton, Starlin, et al built component behaviors tospecific levels ("aims") and checked for frequencies andacceleration of composites.
. Van Houten established math composite as a "baseline" andintroduced phases of frequency-building with componentbehaviors (e.9., writing digits).
. Binder conducted pilot studies of "rate-building in amediated transfer paradigm."
. Haughton, Binder, Pollard, Solsten, et alfound that new self-care and vocational behaviors emerged with frequency-building of component behaviors.
. Johnson and Layng explicitly built curriculum to takeadvantage of "generativity."
o 1996 Carl Binder Fluency Workshop / ABA 96
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@ 1996 Carl Binder ABA - San Francisco
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Fluency Research Wrkshop Carl Binder's Handouts
. Correlation between component and compositebehavior frequencies.
o Frequency and accuracy of composite behaviorsas a function of component behavior frequencies.
o Emergence of composite behaviors , accuracy, orchange in composite behavior frequencies as afunction of component behavior frequencies.
O 1996 Carl Binder Fluency Workshop / ABA 96
1. Build component to a given frequency, then check onfrequency and acceleration of composite (A-B-A-C, etc.) insequence.
2. Probe composite behavior periodically as "baseline" andalternate phases of component frequency-building withnone.
3. Establish stimulus equivalence and then assess effects onemergence and/or frequency of new behaviors after phasesof frequency-building on components.
4. Measure ratio of componenUcomposite in competentperformers, then attempt to build frequency of component orcomposite behaviors for new learners, assessingrelationship between ratio and celeration/ceiling..
O 1996 Carl Binder Fluency Workshop / ABA 96
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@ 1996 Carl Binder ABA - San Francisco
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Fluency Research Wrkshop Carl Binder's Handouts
Output: For each of several designs....
o Select a research topic I question(s)o ldentify setting(s) and subjectso Pinpoint behaviors and measures. Define phases / interventions / procedureso ldentify constraints, parameters, etc.
