Loading...
Please wait, while we are loading the content...
Learning Channels and Verbal Behavior.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Lin, Fan-Yu Kubina, Richard M. |
| Copyright Year | 2004 |
| Abstract | This article reviews the basics of learning channels and how specification of stimuli can help enhance verbal behavior. This article will define learning channels and the role of the ability matrix in training verbal behavior. Descriptors: Learning channels; learning channel matrix; verbal behavior; generic extension; The ABLLS Behavior analysis has long relied on precise, descriptive accounts of behavior. When discussing the terms stimulus and response, Keller and Schoenfeld (1950) submit: "... whenever we try to describe either the behavior or the environment of an organism, we are forced to break it down into parts. Analysis is essential to description, in our science as well as others" (p. 3). Skinner has also articulated the importance of accurately describing behavior for the science of behavior (Skinner, 1953, 1957, 1974). While contemporary behavior analysts, e.g., Catania (1998), Cooper, Heron, & Heward (1987), Pierce & Epling (1999), still encourage good descriptions of behavior, many professionals outside of behavior analysis have yet to embrace sound operational definitions. Haughton (1980) criticized terms such as "knows," "understands," or "is able" because they do not delineate learning well. "Jessica knows her subtraction facts" tells very little of what Jessica can do regarding subtraction. With the advent of PL 94-142, the federal law required more objective criteria for instructional objectives, long and short term goals, evaluation procedures, and monitoring progress in special education (Underwood & Mead, 1995). The mandate for more specific operational definitions still did not resolve all problems. Descriptive words such as "calculates," "writes," and "responds" (Haughton, 1980) appeared but still translated into ambiguous descriptions of behavior. "Miles can calculate subtraction facts," provides additional information that Miles is performing a mathematical operation. The definition, however, fails to offer essential information such as the response form (i.e., oral or written). To add precision and provide more information Lindsley suggested teachers use "learning channels." A learning channel represents the "input" or the sensory modality involved with a stimulus and an "output" or the behavior contained in the response (Haughton, 1980; Lindsley, 1998). If a learner orally reads a book, "see" would signify the "input" and "say" the "output". The combination of the "see" and "say," added before the action-object "reads a book," is called a learning channel set (Haughton, 1980). Figure 1 shows an example of a learning channel matrix. Haughton (1980) indicated that learning channels can assist teachers and other professionals in education avoid vague descriptions of behavior. Kubina and Cooper (2000) list the following general advantages of using learning channels: (a) use multiple learning channels with the same target performance will add variety to instruction and practice; (b) extend skill applications by teaching and practicing many exemplars of the skill area; (c) facilitate planning for instruction and practice; (d) communicate with others in plain English; (e) remind us that learners learn and respond in many ways; (f) help us select instructional and practice activities for learners with special needs, and (g) make learning more exciting and fun. How to use the Learning Channel Matrix A basic learning channel matrix includes two major parts, the input and output channels or, as in Figure 1, shortened to "in" and "out." The adapted learning channel matrix shown in Figure 1 comes from Haughton (1980) and Binder and Haughton (2002). Nevertheless, behavioral analysts do not have to limit themselves to the present format. A useful matrix should add precision to any behavior outcome specified for a learner. Haughton (1980) originally developed three matrices, the Mobility Matrix, the Academic/Personal/Social Development Matrix, and the Activity Matrix, for use with a variety of behaviors. … |
| Starting Page | 1 |
| Ending Page | 14 |
| Page Count | 14 |
| File Format | PDF HTM / HTML |
| DOI | 10.1037/h0100134 |
| Alternate Webpage(s) | https://files.eric.ed.gov/fulltext/EJ1072093.pdf |
| Alternate Webpage(s) | https://teamlead.duke-nus.edu.sg/vap_Duke-NUS/learning_channel.pdf |
| Alternate Webpage(s) | https://doi.org/10.1037/h0100134 |
| Volume Number | 5 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
