Recent advances in the application of Lowenkron's concept of Joint control (Lowenkron, 1988, 1991) have direct relevance to school based interventions to promote verbal skills relevant to communication, thinking and memory. An analysis of the atomic skill repertoires (Palmer, 2012) that bring to strength response classes correlated with other complex, multiply controlled response classes will be reviewed. The tutorial will focus on how to use jointly controlled responses to teach skills such as multiple item selection, responding to yes/no identity matching, following complex task instructions, stating the non-inclusion of an item in a category, counting to a particular number, and other skill sets.
Learning outcomes:
- define the process of jointly controlled responding and its relevance to teaching complex memory and thinking skills
- describe the processes that lead to acquisition of jointly controlled responding including the relevance of variables including echoic, tact, match-to-sample, listener response and response strength
- list procedures that incorporate the use of jointly controlled responding to teach several skill sets including multiple item stimulus selection, following multiple step directions, and other complex skill repertoires
Credits: Act 48, EITA/Infant-Toddler, Occupational Therapy, Social Work, BACB, ASHA, PSYCH, NASP
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