robert stromer | George Brown College (original) (raw)
Papers by robert stromer
Journal of Positive Behavior Interventions, 2004
... Recent literature surveys have suggested using activity schedules as a basic framework for in... more ... Recent literature surveys have suggested using activity schedules as a basic framework for instruction in complex play skills (eg, Kimball, Kinney, Taylor, & Stromer, in press; Stromer, Kimball, Kinney, & Taylor, 2004). Activity ...
Journal of Positive Behavior Interventions, 2003
... Teaching autistic children conversa-tional speech using video modeling. ... Beyond the single... more ... Teaching autistic children conversa-tional speech using video modeling. ... Beyond the single sign: A matrix-based approach to teaching productive sign combinations. ... Activity schedules, computer technology, and teaching children with autism spectrum disorders. ...
Learning to spell on the computer may lead to functionally useful writing skills. Alan and Suzy, ... more Learning to spell on the computer may lead to functionally useful writing skills. Alan and Suzy, teenagers with developmental disabilities, were already proficient on a variety of naming and matching tasks but had difficulties spelling; Suzy also made errors reading orally. In Experiment 1, computer teaching led to new anagram and written spelling performances. Suzy's reading also improved. On tabletop tasks, Alan and Suzy sorted and retrieved objects to a list they wrote and read aloud. When the tabletop tasks were repeated weeks later, Alan's spelling accuracy declined but Suzy's was nearly perfect. In Experiment 2, using a different and refined teaching format, Alan relearned his old words and Suzy learned to spell new words. Immediately afterwards, and weeks later, both Alan and Suzy performed nearly perfectly on the tabletop matching, sorting, and reading tasks. The results replicate previous research and extend it with a refined package of computer methods that establishes durable and potentially functional writing skills. The possibility that learning to spell also improves oral reading is worthy of further research. #
Education Treatment of Children, Aug 1, 2004
Teaching Exceptional Children, 2003
... Title: Lights, Camera, Action! Using Engaging Computer-Cued Activity Schedules. ... Languages... more ... Title: Lights, Camera, Action! Using Engaging Computer-Cued Activity Schedules. ... Languages: English. Education Level: Preschool Education. Direct Link: http://www.cec.sped.org/Content/ NavigationMenu/Publications2/TEACHINGExceptionalChildren/default.htm. ...
The Psychological Record, Sep 22, 1993
... Viewed this way, the bases for class formation in the complex-sample studies differ from the ... more ... Viewed this way, the bases for class formation in the complex-sample studies differ from the typical equivalence study which assesses the reversibility of sample and comparison functions (symmetry) as an outcome performance. ...
Psychological Reports, 1995
In two experiments ( n s = j plus a previously tested child, and 2, respectively), children learn... more In two experiments ( n s = j plus a previously tested child, and 2, respectively), children learned delayed matching with complex samples, each consisting of a form and a printed nonsense word. Forms or printed words were comparison sumuli. For form comparisons, selecring the form identical to that in the preceding sample was reinforced. For printed word comparisons, selecting the word idenucal to that in the preceding sample was reinforced. During testing, the children then matched the forms and printed words to one another. In subsequent training, the samples were (a) old forms combined with new words or (b) old words combined with new forms. Novel matching performances among forms and words appeared across these training phases. Word-form conuguity in a matching-to-sample context may contribute to the formation of classes of stimuli that may be equivalent.
The Psychological Record, 1993
... by Gina Green , Robert Stromer , Harry A. Mackay. ... not only the trained performances but a... more ... by Gina Green , Robert Stromer , Harry A. Mackay. ... not only the trained performances but also other arbitrary MTS performances that were neither instructed nor reinforced (eg, Sidman, 1971; Sidman & Cresson, 1973; Sidman, Cresson, & Willson-Morris, 1974; Spradlin, Cotter, & ...
Research in Developmental Disabilities a Multidisciplinary Journal, Oct 1, 2007
Learning to spell on the computer may lead to functionally useful writing skills. Alan and Suzy, ... more Learning to spell on the computer may lead to functionally useful writing skills. Alan and Suzy, teenagers with developmental disabilities, were already proficient on a variety of naming and matching tasks but had difficulties spelling; Suzy also made errors reading orally. In Experiment 1, computer teaching led to new anagram and written spelling performances. Suzy's reading also improved. On tabletop tasks, Alan and Suzy sorted and retrieved objects to a list they wrote and read aloud. When the tabletop tasks were repeated weeks later, Alan's spelling accuracy declined but Suzy's was nearly perfect. In Experiment 2, using a different and refined teaching format, Alan relearned his old words and Suzy learned to spell new words. Immediately afterwards, and weeks later, both Alan and Suzy performed nearly perfectly on the tabletop matching, sorting, and reading tasks. The results replicate previous research and extend it with a refined package of computer methods that establishes durable and potentially functional writing skills. The possibility that learning to spell also improves oral reading is worthy of further research. #
Analysis and Intervention in Developmental Disabilities, 1986
Eight handicapped youths were taught arbitrary matching between visual sample stimuli and visual ... more Eight handicapped youths were taught arbitrary matching between visual sample stimuli and visual comparison stimuli: Given Sample A1, selecting Comparison B1 was reinforced; given A2, selecting B2 was reinforced. During nonreinforced test trials consisting of novel samples, novel comparisons, and familiar B comparisons, subjects selected the novel comparisons. Compared to intervening preference tests between novel comparisons, these results suggested that selecting the novel stimuli was controlled by the B comparisons, a phenomenon called exclusion. Some subjects continued to select the same novel comparisons during subsequent preference tests, suggesting that control by exclusion may result in arbitrary matching in new contexts. Demonstrated symmetry of AB matching (i.e., BA matching) suggested that A stimuli should also control novel comparison selection; however, these subjects did not show exclusion, but most often selected the A comparisons.
Advances in Psychology, 1996
The Psychological record
Studied 5 normally capable adults and 2 children (aged 9 and 10 yrs) who were taught to touch 5 p... more Studied 5 normally capable adults and 2 children (aged 9 and 10 yrs) who were taught to touch 5 physically dissimilar stimuli in a designated order regardless of their locations in the display. Ss in Exp 1 performed 2-term probe sequences in a manner consistent with their baseline training. The serial relations defined by a 5-term sequence trained explicitly also held for its 2-term component sequences. Findings suggest the formation of sequence classes; each class consisted of stimuli that occupied the same position in different sequences. In Exp 2, training involved 4 overlapping adjacent 2-term sequences with 5 new stimuli. Production of novel 2- and 5-term sequences emerged from this training. New stimuli functioned as members of existing sequence classes. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Research in Developmental Disabilities, 2007
Learning to spell on the computer may lead to functionally useful writing skills. Alan and Suzy, ... more Learning to spell on the computer may lead to functionally useful writing skills. Alan and Suzy, teenagers with developmental disabilities, were already proficient on a variety of naming and matching tasks but had difficulties spelling; Suzy also made errors reading orally. In Experiment 1, computer teaching led to new anagram and written spelling performances. Suzy's reading also improved. On tabletop tasks, Alan and Suzy sorted and retrieved objects to a list they wrote and read aloud. When the tabletop tasks were repeated weeks later, Alan's spelling accuracy declined but Suzy's was nearly perfect. In Experiment 2, using a different and refined teaching format, Alan relearned his old words and Suzy learned to spell new words. Immediately afterwards, and weeks later, both Alan and Suzy performed nearly perfectly on the tabletop matching, sorting, and reading tasks. The results replicate previous research and extend it with a refined package of computer methods that establishes durable and potentially functional writing skills. The possibility that learning to spell also improves oral reading is worthy of further research. #
Psychological Reports, 1989
Normally capable children and adults were taught arbitrary matching of visual sample stimuli and ... more Normally capable children and adults were taught arbitrary matching of visual sample stimuli and nonidentical visual comparison stimuli: if Sample A1, selecting comparison B1 was reinforced; if A2, selecting B2 was reinforced. Unreinforced tests included (1) those that assessed preferences between novel comparisons when samples were also novel and (2) those that assessed selections of the least-preferred novel comparisons when the alternate comparisons were familiar B or A stimuli. Subjects during the latter tests tended to select the novel comparisons and not the B or A stimuli; these performances supported an inference of control by exclusion. The finding that subjects excluded the A stimuli when they were displayed as comparisons is contrary to previous research and suggests that control by exclusion was symmetrical under these conditions. Preference tests given after exclusion testing suggested that four of six subjects learned new arbitrary matching performances; their selections of the novel comparisons persisted when the basis of exclusion (B or A stimuli) was removed.
Psychological Reports, 1995
In two experiments ( n s = j plus a previously tested child, and 2, respectively), children learn... more In two experiments ( n s = j plus a previously tested child, and 2, respectively), children learned delayed matching with complex samples, each consisting of a form and a printed nonsense word. Forms or printed words were comparison sumuli. For form comparisons, selecring the form identical to that in the preceding sample was reinforced. For printed word comparisons, selecting the word idenucal to that in the preceding sample was reinforced. During testing, the children then matched the forms and printed words to one another. In subsequent training, the samples were (a) old forms combined with new words or (b) old words combined with new forms. Novel matching performances among forms and words appeared across these training phases. Word-form conuguity in a matching-to-sample context may contribute to the formation of classes of stimuli that may be equivalent.
Psychological Reports, 1992
Normally capable children were first taught to touch in sequence each of a set of five physically... more Normally capable children were first taught to touch in sequence each of a set of five physically dissimilar stimuli (Sequence A). Another set of stimuli was then used to train sequence B. Next, direct training established conditional control of the production of the A sequence and its reversal: in the presence of one printed word, touching the stimuli in the order A1----A2----A3----A4----A5 was reinforced; in the presence of another word, touching the stimuli in the order A5----A4----A3----A2----A1 was reinforced. During probe sessions, the printed words also exercised conditional control over production of the B sequence and its reversal for five of six subjects, suggesting the formation of stimulus classes. Four of these five subjects also performed mixed sequences under conditional control of the words (e.g., A1----B2----A3----B4----A5 and its reversal), verifying that the stimuli which occupied the same position in each sequence were members of the same class.
Perceptual and Motor Skills, 1996
Three studies involved 5 children, ages 6 to 8 years, who were experiencing difficulty in learnin... more Three studies involved 5 children, ages 6 to 8 years, who were experiencing difficulty in learning skills in reading. Each participated in several spelling tasks which led to improved reading skills, perhaps because stimulus were formed.
Perceptual and Motor Skills, 1992
A follow-up study of work published in 1990 showed that consistent use of Tone-relevant trials du... more A follow-up study of work published in 1990 showed that consistent use of Tone-relevant trials during training and testing baselines contributed to the reliable formation of 5-member stimulus classes during matching to sample. With Tone-irrelevant trials during either training or testing 4 of 12 subjects formed such classes, but none did so when such trials were used in both training and testing baselines. This extends our prior work.
Journal of the Experimental Analysis of Behavior, 1982
In Experiment 1, four developmentally delayed adolescents were taught an A-B matchingto-sample ta... more In Experiment 1, four developmentally delayed adolescents were taught an A-B matchingto-sample task with nonidentical stimuli: given Sample Al, select Comparison Bl; given A2, select B2. During nonreinforced test trials, appropriate matching occurred when B stimuli appeared as samples and A stimuli as comparisons, i.e., the sample and comparison functions were symmetrical (B-A matching). During A-B or B-A matching test trials in which familiar samples and correct comparisons were presented along with novel comparisons, the subjects selected the correct comparisons. In tests with familiar samples and both incorrect and novel comparisons, subjects selected the novel comparisons, demonstrating control by both positive ("matching") and negative ("nonmatching") stimulus relations in A-B and B-A arrays. In Experiment 2, 12 developmentally delayed subjects were taught a two-stage arbitrary-matching task (e.g., A-B, C-B matching). Test sessions showed sample-comparison symmetry (e.g., B-A, B-C matching) and derived sample-comparison relations (e.g., A-C, C-A matching) for 11 subjects. These subjects also demonstrated control by positive and negative stimulus relations in the derived relations.
Journal of Positive Behavior Interventions, 2004
... Recent literature surveys have suggested using activity schedules as a basic framework for in... more ... Recent literature surveys have suggested using activity schedules as a basic framework for instruction in complex play skills (eg, Kimball, Kinney, Taylor, & Stromer, in press; Stromer, Kimball, Kinney, & Taylor, 2004). Activity ...
Journal of Positive Behavior Interventions, 2003
... Teaching autistic children conversa-tional speech using video modeling. ... Beyond the single... more ... Teaching autistic children conversa-tional speech using video modeling. ... Beyond the single sign: A matrix-based approach to teaching productive sign combinations. ... Activity schedules, computer technology, and teaching children with autism spectrum disorders. ...
Learning to spell on the computer may lead to functionally useful writing skills. Alan and Suzy, ... more Learning to spell on the computer may lead to functionally useful writing skills. Alan and Suzy, teenagers with developmental disabilities, were already proficient on a variety of naming and matching tasks but had difficulties spelling; Suzy also made errors reading orally. In Experiment 1, computer teaching led to new anagram and written spelling performances. Suzy's reading also improved. On tabletop tasks, Alan and Suzy sorted and retrieved objects to a list they wrote and read aloud. When the tabletop tasks were repeated weeks later, Alan's spelling accuracy declined but Suzy's was nearly perfect. In Experiment 2, using a different and refined teaching format, Alan relearned his old words and Suzy learned to spell new words. Immediately afterwards, and weeks later, both Alan and Suzy performed nearly perfectly on the tabletop matching, sorting, and reading tasks. The results replicate previous research and extend it with a refined package of computer methods that establishes durable and potentially functional writing skills. The possibility that learning to spell also improves oral reading is worthy of further research. #
Education Treatment of Children, Aug 1, 2004
Teaching Exceptional Children, 2003
... Title: Lights, Camera, Action! Using Engaging Computer-Cued Activity Schedules. ... Languages... more ... Title: Lights, Camera, Action! Using Engaging Computer-Cued Activity Schedules. ... Languages: English. Education Level: Preschool Education. Direct Link: http://www.cec.sped.org/Content/ NavigationMenu/Publications2/TEACHINGExceptionalChildren/default.htm. ...
The Psychological Record, Sep 22, 1993
... Viewed this way, the bases for class formation in the complex-sample studies differ from the ... more ... Viewed this way, the bases for class formation in the complex-sample studies differ from the typical equivalence study which assesses the reversibility of sample and comparison functions (symmetry) as an outcome performance. ...
Psychological Reports, 1995
In two experiments ( n s = j plus a previously tested child, and 2, respectively), children learn... more In two experiments ( n s = j plus a previously tested child, and 2, respectively), children learned delayed matching with complex samples, each consisting of a form and a printed nonsense word. Forms or printed words were comparison sumuli. For form comparisons, selecring the form identical to that in the preceding sample was reinforced. For printed word comparisons, selecting the word idenucal to that in the preceding sample was reinforced. During testing, the children then matched the forms and printed words to one another. In subsequent training, the samples were (a) old forms combined with new words or (b) old words combined with new forms. Novel matching performances among forms and words appeared across these training phases. Word-form conuguity in a matching-to-sample context may contribute to the formation of classes of stimuli that may be equivalent.
The Psychological Record, 1993
... by Gina Green , Robert Stromer , Harry A. Mackay. ... not only the trained performances but a... more ... by Gina Green , Robert Stromer , Harry A. Mackay. ... not only the trained performances but also other arbitrary MTS performances that were neither instructed nor reinforced (eg, Sidman, 1971; Sidman & Cresson, 1973; Sidman, Cresson, & Willson-Morris, 1974; Spradlin, Cotter, & ...
Research in Developmental Disabilities a Multidisciplinary Journal, Oct 1, 2007
Learning to spell on the computer may lead to functionally useful writing skills. Alan and Suzy, ... more Learning to spell on the computer may lead to functionally useful writing skills. Alan and Suzy, teenagers with developmental disabilities, were already proficient on a variety of naming and matching tasks but had difficulties spelling; Suzy also made errors reading orally. In Experiment 1, computer teaching led to new anagram and written spelling performances. Suzy's reading also improved. On tabletop tasks, Alan and Suzy sorted and retrieved objects to a list they wrote and read aloud. When the tabletop tasks were repeated weeks later, Alan's spelling accuracy declined but Suzy's was nearly perfect. In Experiment 2, using a different and refined teaching format, Alan relearned his old words and Suzy learned to spell new words. Immediately afterwards, and weeks later, both Alan and Suzy performed nearly perfectly on the tabletop matching, sorting, and reading tasks. The results replicate previous research and extend it with a refined package of computer methods that establishes durable and potentially functional writing skills. The possibility that learning to spell also improves oral reading is worthy of further research. #
Analysis and Intervention in Developmental Disabilities, 1986
Eight handicapped youths were taught arbitrary matching between visual sample stimuli and visual ... more Eight handicapped youths were taught arbitrary matching between visual sample stimuli and visual comparison stimuli: Given Sample A1, selecting Comparison B1 was reinforced; given A2, selecting B2 was reinforced. During nonreinforced test trials consisting of novel samples, novel comparisons, and familiar B comparisons, subjects selected the novel comparisons. Compared to intervening preference tests between novel comparisons, these results suggested that selecting the novel stimuli was controlled by the B comparisons, a phenomenon called exclusion. Some subjects continued to select the same novel comparisons during subsequent preference tests, suggesting that control by exclusion may result in arbitrary matching in new contexts. Demonstrated symmetry of AB matching (i.e., BA matching) suggested that A stimuli should also control novel comparison selection; however, these subjects did not show exclusion, but most often selected the A comparisons.
Advances in Psychology, 1996
The Psychological record
Studied 5 normally capable adults and 2 children (aged 9 and 10 yrs) who were taught to touch 5 p... more Studied 5 normally capable adults and 2 children (aged 9 and 10 yrs) who were taught to touch 5 physically dissimilar stimuli in a designated order regardless of their locations in the display. Ss in Exp 1 performed 2-term probe sequences in a manner consistent with their baseline training. The serial relations defined by a 5-term sequence trained explicitly also held for its 2-term component sequences. Findings suggest the formation of sequence classes; each class consisted of stimuli that occupied the same position in different sequences. In Exp 2, training involved 4 overlapping adjacent 2-term sequences with 5 new stimuli. Production of novel 2- and 5-term sequences emerged from this training. New stimuli functioned as members of existing sequence classes. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Research in Developmental Disabilities, 2007
Learning to spell on the computer may lead to functionally useful writing skills. Alan and Suzy, ... more Learning to spell on the computer may lead to functionally useful writing skills. Alan and Suzy, teenagers with developmental disabilities, were already proficient on a variety of naming and matching tasks but had difficulties spelling; Suzy also made errors reading orally. In Experiment 1, computer teaching led to new anagram and written spelling performances. Suzy's reading also improved. On tabletop tasks, Alan and Suzy sorted and retrieved objects to a list they wrote and read aloud. When the tabletop tasks were repeated weeks later, Alan's spelling accuracy declined but Suzy's was nearly perfect. In Experiment 2, using a different and refined teaching format, Alan relearned his old words and Suzy learned to spell new words. Immediately afterwards, and weeks later, both Alan and Suzy performed nearly perfectly on the tabletop matching, sorting, and reading tasks. The results replicate previous research and extend it with a refined package of computer methods that establishes durable and potentially functional writing skills. The possibility that learning to spell also improves oral reading is worthy of further research. #
Psychological Reports, 1989
Normally capable children and adults were taught arbitrary matching of visual sample stimuli and ... more Normally capable children and adults were taught arbitrary matching of visual sample stimuli and nonidentical visual comparison stimuli: if Sample A1, selecting comparison B1 was reinforced; if A2, selecting B2 was reinforced. Unreinforced tests included (1) those that assessed preferences between novel comparisons when samples were also novel and (2) those that assessed selections of the least-preferred novel comparisons when the alternate comparisons were familiar B or A stimuli. Subjects during the latter tests tended to select the novel comparisons and not the B or A stimuli; these performances supported an inference of control by exclusion. The finding that subjects excluded the A stimuli when they were displayed as comparisons is contrary to previous research and suggests that control by exclusion was symmetrical under these conditions. Preference tests given after exclusion testing suggested that four of six subjects learned new arbitrary matching performances; their selections of the novel comparisons persisted when the basis of exclusion (B or A stimuli) was removed.
Psychological Reports, 1995
In two experiments ( n s = j plus a previously tested child, and 2, respectively), children learn... more In two experiments ( n s = j plus a previously tested child, and 2, respectively), children learned delayed matching with complex samples, each consisting of a form and a printed nonsense word. Forms or printed words were comparison sumuli. For form comparisons, selecring the form identical to that in the preceding sample was reinforced. For printed word comparisons, selecting the word idenucal to that in the preceding sample was reinforced. During testing, the children then matched the forms and printed words to one another. In subsequent training, the samples were (a) old forms combined with new words or (b) old words combined with new forms. Novel matching performances among forms and words appeared across these training phases. Word-form conuguity in a matching-to-sample context may contribute to the formation of classes of stimuli that may be equivalent.
Psychological Reports, 1992
Normally capable children were first taught to touch in sequence each of a set of five physically... more Normally capable children were first taught to touch in sequence each of a set of five physically dissimilar stimuli (Sequence A). Another set of stimuli was then used to train sequence B. Next, direct training established conditional control of the production of the A sequence and its reversal: in the presence of one printed word, touching the stimuli in the order A1----A2----A3----A4----A5 was reinforced; in the presence of another word, touching the stimuli in the order A5----A4----A3----A2----A1 was reinforced. During probe sessions, the printed words also exercised conditional control over production of the B sequence and its reversal for five of six subjects, suggesting the formation of stimulus classes. Four of these five subjects also performed mixed sequences under conditional control of the words (e.g., A1----B2----A3----B4----A5 and its reversal), verifying that the stimuli which occupied the same position in each sequence were members of the same class.
Perceptual and Motor Skills, 1996
Three studies involved 5 children, ages 6 to 8 years, who were experiencing difficulty in learnin... more Three studies involved 5 children, ages 6 to 8 years, who were experiencing difficulty in learning skills in reading. Each participated in several spelling tasks which led to improved reading skills, perhaps because stimulus were formed.
Perceptual and Motor Skills, 1992
A follow-up study of work published in 1990 showed that consistent use of Tone-relevant trials du... more A follow-up study of work published in 1990 showed that consistent use of Tone-relevant trials during training and testing baselines contributed to the reliable formation of 5-member stimulus classes during matching to sample. With Tone-irrelevant trials during either training or testing 4 of 12 subjects formed such classes, but none did so when such trials were used in both training and testing baselines. This extends our prior work.
Journal of the Experimental Analysis of Behavior, 1982
In Experiment 1, four developmentally delayed adolescents were taught an A-B matchingto-sample ta... more In Experiment 1, four developmentally delayed adolescents were taught an A-B matchingto-sample task with nonidentical stimuli: given Sample Al, select Comparison Bl; given A2, select B2. During nonreinforced test trials, appropriate matching occurred when B stimuli appeared as samples and A stimuli as comparisons, i.e., the sample and comparison functions were symmetrical (B-A matching). During A-B or B-A matching test trials in which familiar samples and correct comparisons were presented along with novel comparisons, the subjects selected the correct comparisons. In tests with familiar samples and both incorrect and novel comparisons, subjects selected the novel comparisons, demonstrating control by both positive ("matching") and negative ("nonmatching") stimulus relations in A-B and B-A arrays. In Experiment 2, 12 developmentally delayed subjects were taught a two-stage arbitrary-matching task (e.g., A-B, C-B matching). Test sessions showed sample-comparison symmetry (e.g., B-A, B-C matching) and derived sample-comparison relations (e.g., A-C, C-A matching) for 11 subjects. These subjects also demonstrated control by positive and negative stimulus relations in the derived relations.