Joe Layng - Academia.edu (original) (raw)

Papers by Joe Layng

Research paper thumbnail of Private emotions as contingency descriptors: emotions, emotional behavior, and their evolution

European journal of behavior analysis, Apr 10, 2017

Research paper thumbnail of Acquisition of Children’s Relational Responding: The Role of the Intradimensional and Interdimensional Abstract Tact and the Autoclitic Frame

Perspectives on Behavior Science

Research paper thumbnail of Topical and Systemic NCA Interventions

Routledge eBooks, Sep 15, 2021

Research paper thumbnail of Distinguishing Between NCA and Other Approaches

Nonlinear Contingency Analysis, 2021

Research paper thumbnail of NCA as a Constructional Approach

Nonlinear Contingency Analysis, 2021

Research paper thumbnail of NCA and Patterns Arising From Organic or Medical Issues

Nonlinear Contingency Analysis, 2021

Research paper thumbnail of Within the NCA Session

Nonlinear Contingency Analysis, 2021

Research paper thumbnail of What Does It Mean to Be Constructional?

Nonlinear Contingency Analysis, 2021

Research paper thumbnail of Measuring NCA Outcomes

Nonlinear Contingency Analysis, 2021

Research paper thumbnail of What Is a Consequential Contingency?

Nonlinear Contingency Analysis, 2021

Research paper thumbnail of Our Purpose

Nonlinear Contingency Analysis, 2021

Research paper thumbnail of Fundamentals of Consequential Contingency Analysis

Nonlinear Contingency Analysis, 2021

Research paper thumbnail of Nonlinear Contingency Analysis

Nonlinear Contingency Analysis is a guide to treating clinically complex behavior problems such a... more Nonlinear Contingency Analysis is a guide to treating clinically complex behavior problems such as delusions and hallucinations. It's also a framework for treating behavior problems, one that explores solutions based on the creation of new or alternative consequential contingencies rather than the elimination or deceleration of old or problematic thoughts, feelings, or behaviors. Chapters present strategies, analytical tools, and interventions that clinicians can use in session to think about clients' problems using decision theory, experimental analysis of behavior, and clinical research and practice. By treating thoughts and emotions not as causes of behavior but as indicators of the environmental conditions that are responsible for them, patients can use that knowledge to make changes that not only result in changes in behavior, but in the thoughts and feelings themselves.

Research paper thumbnail of Nonlinear Contingency Analysis: Going Beyond Cognition and Behavior in Clinical Practice

Research paper thumbnail of Ambiguity and the abstract tact: A signal detection analysis

The Analysis of Verbal Behavior, Apr 1, 1995

Four observers who had completed a formal course in projective test techniques were asked to disc... more Four observers who had completed a formal course in projective test techniques were asked to discriminate House-Tree-Person (H-T-P) drawings made by psychiatric patients from those made by nonpatients. A 4.5 kHz tone presentation was made contingent upon one of two

Research paper thumbnail of Learners in Generating and Predicting Successful Educational Outcomes

The effort to bring scientific verification to the development and testing of educational product... more The effort to bring scientific verification to the development and testing of educational products and practices has begun in earnest (see for example the No Child Left Behind Act of 2001). The first products targeted for improvement are those whose primary goal is the teaching of reading (U.S. Department of Education, n.d.). Other products and practices are sure to follow, particularly if the initial effort is successful in having a major impact on children’s reading performance. But what does it mean to take a scientific approach to instructional productivity? This chapter hopes to contribute to that discussion by examining the role scientific assessment can play in enhancing educational productivity through the application of a thorough scientific evaluation during the development of instructional programs as well as in their post–development validation. Since reading is the current focus, we shall begin there. For a beginning reading program to be successful, the National Readin...

Research paper thumbnail of Individualized Instruction

What does it mean to comprehend what one reads? Reading comprehension is not an ability that stud... more What does it mean to comprehend what one reads? Reading comprehension is not an ability that students either have or do not have. When students understand what they read, they are applying a constellation of skills and strategies to interpret the text based on both the features of the text and their own knowledge. When students are faced with a question about a text, what they do to answer that question may best be described as problem solving (Kintsch & Kintsch, 2005). Yet what are the skills and strategies that lead to successful problem solving in reading when students must understand and answer questions about what they have read? Can those skills be effectively taught? In reviewing the research on reading comprehension, the National Reading Panel (NICHHD, 2000) found that two major instructional factors influence reading comprehension: knowledge of vocabulary and active use of multiple comprehension strategies. The following sections describe the research and analysis that form...

Research paper thumbnail of Highlights of the May 1987 Meeting that Began the Formal Recognition of the Separate and Independent Behaviorology Discipline

by the name of Behaviorology Today, which occasionally published fully peer-reviewed articles, ex... more by the name of Behaviorology Today, which occasionally published fully peer-reviewed articles, explicitly so labeled. Beginning with Volume 15, Number 1, all new material receives full peer review. See the "Submission Guidelines" for details. Editorial Highlights of the May 1987 Meeting that Began the Formal Recognition of the Separate and Independent Behaviorology Discipline Submission Guidelines

Research paper thumbnail of The Likelihood of Instructionally Beneficial, Trivial, or Negative Results for Kindergarten and First Grade Learners Who Complete at Least Half of Headsprout ® Early Reading

Both kindergarten and first grade students using an internet-delivered reading program showed ins... more Both kindergarten and first grade students using an internet-delivered reading program showed instructionally beneficial results on standardized test measures when compared to control groups in an unbiased control study. When kindergarten and first grade students completed at least 41 lessons (M = 67) of the 80-lesson Headsprout ® Early Reading program, they showed a greater improvement on reading measures than students not receiving the Headsprout ® program. Hopkins' (2007) statistical evaluation method was used to provide a basis for understanding the likelihood of obtaining an instructionally beneficial, trivial, or negative result. The probability that the partial to full completion of Headsprout ® Early Reading would produce an instructionally beneficial effect ranged from 2 to 1 (likely to be beneficial) as measured by ITBS subtest scores, to 1735 to 1 (almost certainly beneficial) as measured by Woodcock-Johnson III subtest scores.

Research paper thumbnail of Tutorial: Understanding Concepts: Implications for Behavior Analysts and Educators

Perspectives on Behavior Science, 2018

How we make sense of the world is founded on our understanding of simple and complex concepts, wh... more How we make sense of the world is founded on our understanding of simple and complex concepts, which form the basis for our vocabulary (Layng, 2016a). We often gain this understanding through life experience, but conceptual learning can be explicitly taught. This tutorial provides a brief introduction to concept learning and teaching that has its roots in behavior analysis and related disciplines (Bruner, Goodnow, & Austin, 1956; Englemann & Carnine, 1982; Markle & Tiemann, 1969; Mechner, 1962; Tiemann & Markle, 1990). Presented here are examples drawn from a sequence designed to teach physical science to elementary school learners to illustrate how concept teaching can be used to improve instruction. These examples include both intradimensional concept teaching, where features of a physical stimulus guide behavior, and interdimensional concept teaching, where relations among different stimuli guide behavior (Bruner, Goodnow, & Austin, 1956; Layng, 2014; Tiemann & Markle, 1990). Efficiencies in teaching using conceptual inheritance designs is briefly described, as well as the implications of what are referred to as conceptual hierarchies, where instances of one concept may share features inherited from a superordinate concepts. The purpose here is not to perform a literature review, but to provide an overview of how concept analysis and teaching may improve instruction.

Research paper thumbnail of Private emotions as contingency descriptors: emotions, emotional behavior, and their evolution

European journal of behavior analysis, Apr 10, 2017

Research paper thumbnail of Acquisition of Children’s Relational Responding: The Role of the Intradimensional and Interdimensional Abstract Tact and the Autoclitic Frame

Perspectives on Behavior Science

Research paper thumbnail of Topical and Systemic NCA Interventions

Routledge eBooks, Sep 15, 2021

Research paper thumbnail of Distinguishing Between NCA and Other Approaches

Nonlinear Contingency Analysis, 2021

Research paper thumbnail of NCA as a Constructional Approach

Nonlinear Contingency Analysis, 2021

Research paper thumbnail of NCA and Patterns Arising From Organic or Medical Issues

Nonlinear Contingency Analysis, 2021

Research paper thumbnail of Within the NCA Session

Nonlinear Contingency Analysis, 2021

Research paper thumbnail of What Does It Mean to Be Constructional?

Nonlinear Contingency Analysis, 2021

Research paper thumbnail of Measuring NCA Outcomes

Nonlinear Contingency Analysis, 2021

Research paper thumbnail of What Is a Consequential Contingency?

Nonlinear Contingency Analysis, 2021

Research paper thumbnail of Our Purpose

Nonlinear Contingency Analysis, 2021

Research paper thumbnail of Fundamentals of Consequential Contingency Analysis

Nonlinear Contingency Analysis, 2021

Research paper thumbnail of Nonlinear Contingency Analysis

Nonlinear Contingency Analysis is a guide to treating clinically complex behavior problems such a... more Nonlinear Contingency Analysis is a guide to treating clinically complex behavior problems such as delusions and hallucinations. It's also a framework for treating behavior problems, one that explores solutions based on the creation of new or alternative consequential contingencies rather than the elimination or deceleration of old or problematic thoughts, feelings, or behaviors. Chapters present strategies, analytical tools, and interventions that clinicians can use in session to think about clients' problems using decision theory, experimental analysis of behavior, and clinical research and practice. By treating thoughts and emotions not as causes of behavior but as indicators of the environmental conditions that are responsible for them, patients can use that knowledge to make changes that not only result in changes in behavior, but in the thoughts and feelings themselves.

Research paper thumbnail of Nonlinear Contingency Analysis: Going Beyond Cognition and Behavior in Clinical Practice

Research paper thumbnail of Ambiguity and the abstract tact: A signal detection analysis

The Analysis of Verbal Behavior, Apr 1, 1995

Four observers who had completed a formal course in projective test techniques were asked to disc... more Four observers who had completed a formal course in projective test techniques were asked to discriminate House-Tree-Person (H-T-P) drawings made by psychiatric patients from those made by nonpatients. A 4.5 kHz tone presentation was made contingent upon one of two

Research paper thumbnail of Learners in Generating and Predicting Successful Educational Outcomes

The effort to bring scientific verification to the development and testing of educational product... more The effort to bring scientific verification to the development and testing of educational products and practices has begun in earnest (see for example the No Child Left Behind Act of 2001). The first products targeted for improvement are those whose primary goal is the teaching of reading (U.S. Department of Education, n.d.). Other products and practices are sure to follow, particularly if the initial effort is successful in having a major impact on children’s reading performance. But what does it mean to take a scientific approach to instructional productivity? This chapter hopes to contribute to that discussion by examining the role scientific assessment can play in enhancing educational productivity through the application of a thorough scientific evaluation during the development of instructional programs as well as in their post–development validation. Since reading is the current focus, we shall begin there. For a beginning reading program to be successful, the National Readin...

Research paper thumbnail of Individualized Instruction

What does it mean to comprehend what one reads? Reading comprehension is not an ability that stud... more What does it mean to comprehend what one reads? Reading comprehension is not an ability that students either have or do not have. When students understand what they read, they are applying a constellation of skills and strategies to interpret the text based on both the features of the text and their own knowledge. When students are faced with a question about a text, what they do to answer that question may best be described as problem solving (Kintsch & Kintsch, 2005). Yet what are the skills and strategies that lead to successful problem solving in reading when students must understand and answer questions about what they have read? Can those skills be effectively taught? In reviewing the research on reading comprehension, the National Reading Panel (NICHHD, 2000) found that two major instructional factors influence reading comprehension: knowledge of vocabulary and active use of multiple comprehension strategies. The following sections describe the research and analysis that form...

Research paper thumbnail of Highlights of the May 1987 Meeting that Began the Formal Recognition of the Separate and Independent Behaviorology Discipline

by the name of Behaviorology Today, which occasionally published fully peer-reviewed articles, ex... more by the name of Behaviorology Today, which occasionally published fully peer-reviewed articles, explicitly so labeled. Beginning with Volume 15, Number 1, all new material receives full peer review. See the "Submission Guidelines" for details. Editorial Highlights of the May 1987 Meeting that Began the Formal Recognition of the Separate and Independent Behaviorology Discipline Submission Guidelines

Research paper thumbnail of The Likelihood of Instructionally Beneficial, Trivial, or Negative Results for Kindergarten and First Grade Learners Who Complete at Least Half of Headsprout ® Early Reading

Both kindergarten and first grade students using an internet-delivered reading program showed ins... more Both kindergarten and first grade students using an internet-delivered reading program showed instructionally beneficial results on standardized test measures when compared to control groups in an unbiased control study. When kindergarten and first grade students completed at least 41 lessons (M = 67) of the 80-lesson Headsprout ® Early Reading program, they showed a greater improvement on reading measures than students not receiving the Headsprout ® program. Hopkins' (2007) statistical evaluation method was used to provide a basis for understanding the likelihood of obtaining an instructionally beneficial, trivial, or negative result. The probability that the partial to full completion of Headsprout ® Early Reading would produce an instructionally beneficial effect ranged from 2 to 1 (likely to be beneficial) as measured by ITBS subtest scores, to 1735 to 1 (almost certainly beneficial) as measured by Woodcock-Johnson III subtest scores.

Research paper thumbnail of Tutorial: Understanding Concepts: Implications for Behavior Analysts and Educators

Perspectives on Behavior Science, 2018

How we make sense of the world is founded on our understanding of simple and complex concepts, wh... more How we make sense of the world is founded on our understanding of simple and complex concepts, which form the basis for our vocabulary (Layng, 2016a). We often gain this understanding through life experience, but conceptual learning can be explicitly taught. This tutorial provides a brief introduction to concept learning and teaching that has its roots in behavior analysis and related disciplines (Bruner, Goodnow, & Austin, 1956; Englemann & Carnine, 1982; Markle & Tiemann, 1969; Mechner, 1962; Tiemann & Markle, 1990). Presented here are examples drawn from a sequence designed to teach physical science to elementary school learners to illustrate how concept teaching can be used to improve instruction. These examples include both intradimensional concept teaching, where features of a physical stimulus guide behavior, and interdimensional concept teaching, where relations among different stimuli guide behavior (Bruner, Goodnow, & Austin, 1956; Layng, 2014; Tiemann & Markle, 1990). Efficiencies in teaching using conceptual inheritance designs is briefly described, as well as the implications of what are referred to as conceptual hierarchies, where instances of one concept may share features inherited from a superordinate concepts. The purpose here is not to perform a literature review, but to provide an overview of how concept analysis and teaching may improve instruction.