S2E5 - TEACHING PROBLEM SOLVING W/ DR. JUDAH AXE

This episode Zach and Caleb discuss teaching problem solving with Dr. Judah Axe.

Learning Objectives

1. Analyze how complex, non-rote human performance is evoked by coordinating disparate verbal and non-verbal units (such as visual imagining, rules, and tacting) to solve novel,  environmental challenges.

2. Evaluate the structural variations in task analyses designed for problem-solving versus baseline skill acquisition, distinguishing between fixed topographies (e.g., handwashing steps) and variable, functionally equivalent behavioral chains required to navigate shifting environmental barriers.

3. Describe the difference between the conceptual transition of problem-solving behavior from overt verbal prompts to covert, self-directed verbal behavior, while factoring in how changing motivating operations dictate the terminal utility of problem-solving interventions.

References:

Axe, J. B., Phelan, S. H., & Irwin, C. L. (2019). Empirical evaluations of Skinner’s analysis of problem solving. The Analysis of Verbal Behavior, 35(1), 39-56.

Frampton, S. E., & Alice Shillingsburg, M. (2018). Teaching children with autism to explain how: A case for problem solving?. Journal of Applied Behavior Analysis, 51(2), 236-254.

Kieta, A. R., Cihon, T. M., & Abdel-Jalil, A. (2019). Problem solving from a behavioral perspective: Implications for behavior analysts and educators. Journal of Behavioral Education, 28(2), 275-300.

Mann, C. C., & Karsten, A. M. (2020). Efficacy and social validity of procedures for improving conversational skills of college students with autism. Journal of Applied Behavior Analysis, 53(1), 402-421.

Miguel, C. F. (2018). Problem-solving, bidirectional naming, and the development of verbal repertoires. Behavior Analysis: Research and Practice, 18(4), 340.

Palmer, D. C. (1991). A behavioral interpretation of memory. Dialogues on verbal behavior, 261-279.

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