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Basic Relational Concept and Verbal Behavior Development in Preschool Children With and Without Autism Spectrum Disorder.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Basic Relational Concept and Verbal Behavior Development in Preschool Children With and Without Autism Spectrum Disorder./
Author:	Bancroft, Alexis Branca.
Description:	1 online resource (136 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: B.
Contained By:	Dissertation Abstracts International79-02B(E).
Subject:	Behavioral psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9780355243109

Basic Relational Concept and Verbal Behavior Development in Preschool Children With and Without Autism Spectrum Disorder.
Bancroft, Alexis Branca.

Basic Relational Concept and Verbal Behavior Development in Preschool Children With and Without Autism Spectrum Disorder. - 1 online resource (136 pages)

Source: Dissertation Abstracts International, Volume: 79-02(E), Section: B.

Thesis (Ph.D.)--Columbia University, 2017.

Includes bibliographical references

The current study investigates basic, relational concept development, as measured by the Boehm Test of Basic Concepts 3rd Edition -- Preschool Version (BTBC3-P), in 51 preschool aged children (Mage = 49.26 months; SD = 8.53 months) with and without Autism Spectrum Disorder (ASD) attending the same Comprehensive Application of Behavior Analysis to Schooling (CABAS(c)) preschool. Relational concepts represent spatial, dimensional, temporal, quantitative, and class relationships between objects or people (i.e., above and behind). They predict academic achievement in grades two and three and are essential for following directions, making comparisons, sequencing, and classifying---the foundational skills for more complex problem solving (Boehm, 2013; Steinbauer & Heller, 1978). Relational concepts are difficult to learn, represent less tangible and stable relationships, and are often acquired incidentally (Boehm, 2001). Research in Applied Behavior Analysis (ABA) has found that incidental learning generally does not occur until a child masters the naming capability (Greer & Longano, 2010). Naming is a phenomenon that involves a circular understanding whereby a child can see a nonverbal term (i.e., a picture or a word), name that term, hear themselves naming the term, and then select the appropriate representation of that term without direct instruction (Horne & Lowe 1996). Naming is the mechanism through which success in traditional classroom settings is possible, such that once a child has attained the naming capability, that child can learn through observation or by asking questions if he/she sees or hears something novel (i.e., "What is pesto?" Greer & Longano, 2010; Greer & Speckman, 2009).

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355243109Subjects--Topical Terms:

1179418
Behavioral psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Basic Relational Concept and Verbal Behavior Development in Preschool Children With and Without Autism Spectrum Disorder.
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245 1 0 $a Basic Relational Concept and Verbal Behavior Development in Preschool Children With and Without Autism Spectrum Disorder.
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300 $a 1 online resource (136 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 79-02(E), Section: B.
500 $a Adviser: Marla R. Brassard.
502 $a Thesis (Ph.D.)--Columbia University, 2017.
504 $a Includes bibliographical references
520 $a The current study investigates basic, relational concept development, as measured by the Boehm Test of Basic Concepts 3rd Edition -- Preschool Version (BTBC3-P), in 51 preschool aged children (Mage = 49.26 months; SD = 8.53 months) with and without Autism Spectrum Disorder (ASD) attending the same Comprehensive Application of Behavior Analysis to Schooling (CABAS(c)) preschool. Relational concepts represent spatial, dimensional, temporal, quantitative, and class relationships between objects or people (i.e., above and behind). They predict academic achievement in grades two and three and are essential for following directions, making comparisons, sequencing, and classifying---the foundational skills for more complex problem solving (Boehm, 2013; Steinbauer & Heller, 1978). Relational concepts are difficult to learn, represent less tangible and stable relationships, and are often acquired incidentally (Boehm, 2001). Research in Applied Behavior Analysis (ABA) has found that incidental learning generally does not occur until a child masters the naming capability (Greer & Longano, 2010). Naming is a phenomenon that involves a circular understanding whereby a child can see a nonverbal term (i.e., a picture or a word), name that term, hear themselves naming the term, and then select the appropriate representation of that term without direct instruction (Horne & Lowe 1996). Naming is the mechanism through which success in traditional classroom settings is possible, such that once a child has attained the naming capability, that child can learn through observation or by asking questions if he/she sees or hears something novel (i.e., "What is pesto?" Greer & Longano, 2010; Greer & Speckman, 2009).
520 $a Considering the widespread use of ABA to help children with ASD develop language, this study investigated relational concept acquisition using an ABA (i.e., Verbal Behavior Development Theory [VBDT]) framework. Overall, preschool children with ASD knew significantly fewer total concepts, quantitative concepts, and spatial concepts than their typically developing (TD) counterparts. In addition, the more VBD cusps and capabilities a child attained, the more concepts he/she correctly identified (R2 VBD= .054 with diagnosis held constant). Further, regardless of diagnosis and student progression of VBD, naming was a significant predictor of total concepts known (R2 naming = .114), as well as of concepts known not covered in the C-PIRK(c) curriculum (R 2 naming = .099) used at the preschool. The latter finding supports previous studies that identify naming as a prerequisite to incidental learning.
520 $a A secondary aim of this dissertation investigated the actions of the examiner required to keep children motivated and on task by creating an Assessor's Tactic Checklist that lists a number of behavioral techniques to build motivation and increase assessment validity. Overall, diagnosis and naming were related to the number of assessor's tactics used, with those children with ASD and children without naming requiring significantly more types of tactics than those without (approximately two more types for ASD and two and a half more types for those without naming).
520 $a Implications for future studies include exploring the rate of concept learning pre and post naming acquisition as well as working to uncover the mechanisms through which naming affects concept acquisition. There is also an identified need for continued exploration into the usefulness of an Assessor's Tactic Checklist. Strengths and weaknesses of the study are also addressed.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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690 $a 0384
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Columbia University. $b School Psychology. $3 1192836
773 0 $t Dissertation Abstracts International $g 79-02B(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10622082 $z click for full text (PQDT)