Establishing Behavior Sequences

Step 1: Initial Sequence Training with Individual Stimulus Elements

  1. Teach constructed-response identity matching to sample (e.g., Dube et al., 1991; Stromer, Mackay, Howell, McVay, & Flusser, 1996)
  2. Teach simultaneous construction of 2-, 3-, 4-, and n-letter printed words to picture samples (e.g., Stromer et al., 1996)
  3. As desired, teach constructed-response identity matching with quantities
  4. As desired, teach constructed-response arbitrary matching with quantities and printed and/or dictated numbers

Step 2: Expand Constructed-Response Matching-to-Sample Baseline

  1. Teach delayed construction of 2-, 3-, 4-, and n-letter printed words to identical printed words, dictated words, and picture samples (e.g., Stromer & Mackay, 1992, 1993)
  2. Probe emergent spelling after constructed-response training (Stromer et al., 1996)
  3. Sentence construction with printed words
  4. MTS with sentence samples and picture comparisons

Previous curriculum unit: Expanding Equivalence Baseline

Next curriculum unit: Establishing Functional Communication

References

Dube, W. V., McDonald, S. J., McIlvane, W. J., & Mackay, H. A. (1991). Constructed-response matching to sample and spelling instruction. Journal of Applied Behavior Analysis, 24, 305-317. Summary

Stromer R. & Mackay, H.A. (1992). Spelling and emergent picture-printed word relations established with delayed identity matching to complex samples. Journal of Applied Behavior Analysis, 25, 893-904.

Stromer, R. & Mackay, H.A. (1993). Delayed identity matching to complex samples: Teaching participants with mental retardation spelling and the prerequisites for equivalence classes. Research in Developmental Disabilities, 14, 19-38.

Stromer R., Mackay H.A., Howell S.R., McVay A.A., & Flusser D. (1996). Teaching computer-based spelling to individuals with developmental and hearing disabilities: Transfer of stimulus control to writing tasks. Journal of Applied Behavior Analysis, 29, 25-42.