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Presentation
Infant sign-language training and functional analysis
Cambridge Center for Behavioral Studies: Applied Behavior Analysis: Evidence-based Solutions for Helping People conference
  • Mychal A. Machado, University of the Pacific
  • Matthew P. Normand, University of the Pacific
  • Allison J. Morley, University of the Pacific
  • Kristin M. Hustyi, University of the Pacific
Document Type
Poster
Department
Psychology
Organization
Cambridge Center for Behavioral Studies
Location
Fresno, CA
Date of Presentation
4-1-2011
Abstract
Thompson et al. (2004, 2007) recently published a structured methodology for teaching sign language to infants. The current study attempted to teach signs to 5 typically developing infants (8 mos to 2 yrs 3 mos) utilizing Thompson et al.’s methodology in a non-concurrent multiple-baseline across participants design with reversals. Individual signs were selected for each participant based on reinforcers nominated by caregivers. During baseline, reinforcers were delivered on a time-based schedule. During intervention, individual signs were trained using a progressive prompting schedule. Following sign training, an experimenter will conduct a functional analysis to assess the function of the signs and assess the utility of the FA methodology for verbal behavior. Mean reliability for 43% of sessions is 97% (range: 75-100%). Results thus far suggest that age and reinforcer selection may be critical factors in determining sign acquisition.
Citation Information
Mychal A. Machado, Matthew P. Normand, Allison J. Morley and Kristin M. Hustyi. "Infant sign-language training and functional analysis" Cambridge Center for Behavioral Studies: Applied Behavior Analysis: Evidence-based Solutions for Helping People conference (2011)
Available at: http://works.bepress.com/matthew-normand/169/