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ERIC Number: EJ805550
Record Type: Journal
Publication Date: 2007
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1554-4893
The Effects of a Peer-Yoked Contingency on Observational Learning and the Collateral Emergence of Naming
Rothstein, Mindy Bunya; Gautreaux, Grant Gerard
Journal of Early and Intensive Behavior Intervention, v4 n2 p453-470 2007
We tested the effects of a Peer-Yoked Contingency on students' acquisition of observational learning repertoires and collateral effects on naming. Three male middle school participants, diagnosed with emotional and behavioral disabilities, were selected for this study. The three participants did not have naming repertoires, and two of the three participants did not have observational learning repertoires prior to the study. A delayed multiple probe design across participants was used to determine whether naming and observational learning would emerge as a function of a peer-yoked contingency involving training in observational learning. Naming was tested following each session of observational learning instruction. Results demonstrated that naming emerged as a function of the peer-yoked contingency and correct responses to observed learn units increased during probe sessions. (Contains 4 figures and 2 tables.)
Joseph Cautilli, Ph.D. & The Behavior Analyst Online Organization. 535 Queen Street, Philadelphia, PA 19147-3220. Tel: 215-462-6737; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Wechsler Intelligence Scale for Children