Teaching Children With Autism: Verbal Behavior Approach By Mary Lynch Barbera
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The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA www.vbapproach.com Autism One May 2008
Autism Epidemic • Rate of autism has skyrocketed from 1 in 10,000 in the 1970’s and early 1980’s to 1 in 150 today. • PA statistics from Department of Education (students ages 6-21) – 1993---346 students with autism – 2003---5,805 students with autism *****1578% increase in a decade*****
Cause, Treatment, and Cure • No known cause although most speculate an environmental trigger to those with a genetic predisposition. • Treatment of choice is early and intensive behavioral treatment.
Lovaas Study • Published in 1987 – 59 children • 19 received 40 hours/wk 1:1 ABA for 2 years • 20 received 10 hours/wk • 20 received standard special education classrooms/OT/speech • 47% of those receiving 40 hours/wk of treatment became “indistinguishable from their peers by first grade”
ABA as the treatment of choice • Applied Behavior Analysis (ABA) is the only scientifically validated treatment and is recommended by the U.S. Surgeon General. • ABA treatment became popular in the mid1990’s when Catherine Maurice, a parent of two children with autism who both “recovered” from autism using this approach, published two books detailing Lovaas type ABA therapy.
My Autism Journey •
July 2, 1999 – Lucas was diagnosed with moderate to severe autism one day before his third birthday.
•
September 1999 – Started 40 hours/wk ABA program with Lovaas consultant coming monthly.
•
June 2000 – Founding President of Autism Society of Berks.
•
December 2003 – Became a Board Certified Behavior Analyst and Lead Behavior Analyst for the PA Verbal Behavior Project.
•
May 2005 – Published the results of a single subject multiple baseline study that I designed in The Analysis of Verbal Behavior.
•
May 2007 –Anticipated publication of my book: The Verbal Behavior Approach: How to Teach Children with Autism and Related Disorders.
An Overview of ABA
Applied Behavior Analysis (ABA) • Definition “Applied behavior analysis is the science in which procedures derived from the principles of behavior are systematically applied to improve socially significant behavior.” (Cooper, Heron, and Heward)
Basic Behavioral Principles Antecedent - any stimulus that happens before a behavior Behavior - an observable and measurable act of an individual Consequence - any stimulus that happens after a behavior
Three (Really Four) Term Contingency Antecedent--Behavior--Consequences
Motivation is now seen as playing a significant role in this model (Michael)
Examples of Three Term Contingency
• “Touch nose” – Child touches nose – receives piece of cookie • “Do Puzzle” – Child falls to floor – Demand withdrawn
You use the principles of ABA all day long! • ABA is used to: – Increase positive behaviors • Language, self care skills, academic skills.
– Decrease negative behaviors • Tantrums, biting, kicking, crying
Using ABA and Verbal Behavior (VB) to Increase Positive Behaviors • Increasing language and learning skills using the principles of ABA and B.F. Skinner’s Analysis of Verbal Behavior
Applied Behavior Analysis
Discrete Trial
Direct Instruction
Teaching Lovaas type Therapy
Intensive behavioral Intervention Precision Teaching
Fluency Based Instruction
Verbal Behavior Incidental Teaching
What is Verbal Behavior? Behavior that is reinforced through the mediation of another person’s behavior
Dual Path of Applied Behavior Analysis Research LOVAAS (UCLA)
MICHAEL (WMU)
ABA Research Plus Discrete Trial Training (structure)
ABA Research Plus Discrete Trial Training Plus Skinner’s Analysis of Verbal Behavior (function)
Common terms for the Verbal Operants Mand = request Tact = label Intraverbal = conversation, answering a question, responding when someone else talks Echoic = repeating what someone else says Receptive or Listener Responding = following directions
What is “Coffee”??????? Is it a… • MAND? • TACT? • INTRAVERBAL?
Verbal Operants Verbal Operant
Antecedent
Behavior
Consequence
Mand
Motivative Operation ( wants cookie)
Verbal behavior (says “cookie”)
Direct reinforcement (gets cookie)
Tact
Sensory Stimuli (sees or smells cookie)
Verbal behavior (says “cookie”)
Non-specific reinforcement (gets praised, for instance)
Intraverbal
Verbal stimulus (someone says:”What do you eat?”
Verbal behavior (says “cookie”)
Non-specific reinforcement (gets praised, for instance)
Echoic
Verbal Stimulus (someone says “cookie”)
Verbal behavior: repeats all or part of antecedent (says “cookie”)
Non-specific reinforcement (gets praised, for instance)
Receptive (actually not a verbal operant)
Verbal stimulus (someone says “touch cooke”)*
Non-verbal behavior (child touches cookie)
Non-specific reinforcement (gets praised, for instance)
Two other related skills: Imitation: Given another person’s motor action in the antecedent condition, the child performs the same action. Match to Sample: matching activities involving either identical or non-identical items. (This is a very simplistic definition for a very critical skill area also referred to as conditional discriminations.)
Teaching the Mand
Why Teaching Mands is Important • It helps children avoid frustration in communicating their needs and wants • It is relatively easy to do because you are using the child’s own motivation as a tool • It is a natural first step in teaching communication
The Mand (Requesting) All mands have one thing in common: in the antecedent condition, there is a Motivative Operation (or motivation) in place. A= thirst (MO) B= “I want juice” C= student gets juice If a child does not want the item, you cannot teach them to mand for it.
Examples of contriving an MO • Holding up an M&M within eyesight of the child • Giving the child a bottle with a tight lid. In the bottle is his favorite toy. • Giving the child a bowl of cereal with no spoon. • Giving the child a toy that requires batteries but withholding the batteries • Briefly turning on his or her favorite video. • Giving a bit of his or her favorite snack to another child.
When Negative Behaviors Occur During Mand Training Do not reinforce whining/crying or other negative behaviors Count and Mand Child has to learn that crying will not get them anything….appropriate manding will!
Keep Number and Effort of Demands Low at First • Gradually fade in more difficult tasks • Avoid escape oriented behaviors: effort and demands should always be outweighed by easy responding • Make demands low at first: deliver reinforcement much more often than you ask the child to perform
Daniel’s ABLLS A-H ABLLS is an assessment of language and learning skills originally developed by James W. Partington, Ph.D. and Mark L. Sundberg, Ph.D. This spreadsheet is for private use only Color Key Date January 0, 1900 C 52 ● . . . . January 0, 1900 C 51 ● . . . . January 0, 1900 C 50 ● . . . . C 49 ● . . . . C 48 ● . . . . C 47 ● . . . . C 46 ● . . . . C 45 ● . . . . C 44 ● . . . . C 43 ● . . . . C 42 ● . . . . C 41 ● . . . . C 40 ● . . . . C 39 ● . . . . C 38 ● . . . . C 37 ● . . . . C 36 ● . . . . C 35 ● . . . . C 34 ● . . . . C 33 ● . . . . C 32 ● . . . . C 31 ● . . . . C 30 ● . . . . C 29 ● . . . . C 28 ● . . . . C 27 ● . . . . F 27 C 26 ● . . . . F 26 C 25 ● . . . . F 25 C 24 ● . . . . F 24 C 23 ● . . . . F 23 C 22 ● . . . . F 22 B 21 ● . . . . C 21 ● . . . . F 21 B 20 ● . . . . C 20 ● . . . . F 20 B 19 ● . . . . C 19 ● . . . . F 19 B 18 ● . . . . C 18 ● . . . . F 18 B 17 ● . . . . C 17 ● . . . . F 17 B 16 ● . . . . C 16 ● . . . . F 16 B 15 ● . . . . C 15 ● . . . . F 15 B 14 ● . . . . C 14 ● . . . . F 14 B 13 ● . . . . C 13 ● . . . . D 13 ● . . . . F 13 B 12 ● . . . . C 12 ● . . . . D 12 ● . . . . F 12 A 11 ● . . . . B 11 ○ 1 . . . C 11 ● . . . . D 11 ● . . . . F 11 A 10 ● . . . . B 10 ○ 1 1 . . C 10 ● . . . . D 10 ● . . . . F 10 A 9 ○ 1 1. . B 9 ○ 1 1. . C 9 ●. . . . D 9 ●. . . . E 9 ●. . . . F 9 A 8 ○ 1. . . B 8 ●. . . . C 8 ●. . . . D 8 ●. . . . E 8 ●. . . . F 8 A 7 ○ 1. . . B 7 ●. . . . C 7 ●. . . . D 7 ●. . . . E 7 ●. . . . F 7 A 6 ○ 1 1. . B 6 ●. . . . C 6 ●. . . . D 6 ●. . . . E 6 ●. . . . F 6 A 5 ○ 1 1. . B 5 ●. . . . C 5 ●. . . . D 5 ●. . . . E 5 ●. . . . F 5 A 4 ○ 1 1. . B 4 ●. . . . C4 ○ 1 1. . D 4 ●. . . . E 4 ●. . . . F 4 A 3 ○ 1 1 1 1 B 3 ●. . . . C3 ○ 1 1. . D 3 ●. . . . E 3 ●. . . . F 3 A 2 ○ 1 1. . B 2 ●. . . . C2 ○ 1 1. . D 2 ●. . . . E 2 ●. . . . F 2 A 1 ○ 1 1 1 1 B 1 ○ 1. . . C1 ○ 1 1. . D 1 ○ 1 1. . E 1 ●. . . . F 1 A - Cooperation & Reinforcer Effectiveness
B - Visual Performance
C - Receptive Language
D - Imitation
E - Vocal Imitation
●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ○1 1 1 1 F - Requests
G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G
42 41 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●.
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G - Labelling
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H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H
42 41 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●.
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H - Intraverbals
Daniel’s ABLLS I-R
I I I I I I I I I
9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ?
. . . . . . . .
. . . . . . . . 1.
. . . . . . . . .
. . . . . . . . .
I - Spontaneous Vocalization
J J J J J J J J J J J J J J J J J J J J
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
. . . . . . . . . . . . . . . . . . . .
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J - Syntax and Grammar
. . . . . . . . . . . . . . . . . . . .
K K K K K K K K K K
10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ?
. . . . . . . .
. . . . . . . .
. . . . . . . . 1 1. 1 1 1
K - Play and Leisure
. . . . . . . . . 1
L L L L L L L L L L L L L L L L L L L L L L
22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
. . . . . . . . . . . . . . . . . . . . .
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. . . . . . . . . . . . . . . . . . . . . 1 1.
L - Social Interaction
. . . . . . . . . . . . . . . . . . . . . .
M M M M M M M M M M M M
12 11 10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ? ? ?
. . . . . . . . . . . .
. . . . . . . . . . . .
M - Group Instruction
. . . . . . . . . . . .
. . . . . . . . . . . .
N N N N N N N N N N
10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ?
. . . . . . . . . .
. . . . . . . . . .
. . . . . . . . . .
N - Classroom Routines
. . . . . . . . . .
P P P P P P
6 5 4 3 2 1
? ? ? ? ? ?
. . . . . .
. . . . . .
. . . . . .
. . . . . .
P - Generalized Responding
Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q
15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
. . . . . . . . . . . . . . .
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Q - Reading
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Daniel’s ABLLS S-Z
S S S S S S S S S
9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ?
. . . . . . . . .
. . . . . . . . .
S - Writing
. . . . . . . . .
. . . . . . . . .
T T T T T T
6 5 4 3 2 1
? ? ? ? ? ?
. . . . . .
. . . . . .
. . . . . .
T - Spelling
. . . . . .
U U U U U U U U U U U U U U U
15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
. . . . . . . . . . . . . . .
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U - Dressing
. . . . . . . . . . . . . . .
V V V V V V V V V V
10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ?
. . . . . . . .
. . . . . . . .
. . . . . . . . 1 1. 1 1 1
V - Eating
. . . . . . . . . 1
W W W W W W W
7 6 5 4 3 2 1
? ? ? ? ? ? ?
. . . . . . .
. . . . . . .
. . . . . . .
W - Grooming
. . . . . . .
X X X X X X X X X X
10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ?
. . . . . . . . . .
. . . . . . . . . .
. . . . . . . . . .
X - Toileting
. . . . . . . . . .
Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y
28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
. . . . . .
. . . . . .
1 1 . . . . . . . . . . . . . 1 1 1 1 . . 1 1 1 1 1 1 1 1 1 1 . . . . . . . . . . . . .
. . . . . .
. . . . . .
1 1 . . . . . . . . . . . . . 1 1 1 1 . . 1 1 1 1 1 1 1 1 1 1 . . . . . . . . . . . . .
Y - Gross Motor
Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z
28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
. . . . . . 1 1 1 . . . . . . . . . . . . . . . . . . . . . . . . 1 1 1 1 1 1 . . . . . . . . . . . . . . . . . . . . . 1 1 1 1 1 1 . . . 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
Z - Fine Motor
. . 1 . . . . . . . . 1 1 . . . . . . . 1 1 . 1 1 1 1 1
Mason’s ABLLS Name: Mason DOB:
J an 05 2005 2/25/2005
o A11 o A10 o A9 o A8 o A7 o A6 o A5 o A4 o A3 o A2 o A1 Cooperation & Reinforcers
o o o o o o o o o o o o o o o o o o o o o
B21 B20 B19 B18 B17 B16 B15 B14 B13 B12 B11 B10 B9 B8 B7 B6 B5 B4 B3 B2 B1
o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o
C52 C51 C50 C49 C48 C47 C46 C45 C44 C43 C42 C41 C40 C39 C38 C37 C36 C35 C34 C33 C32 C31 C30 C29 C28 C27 C26 C25 C24 C23 C22 C21 C20 C19 C18 C17 C16 C15 C14 C13 C12 C11 C10 C9 C8 C7 C6 C5 C4 C3 C2 C1
Visual
Receptive
Performance
Language
o o o o o o o o o o o o o
D13 D12 D11 D10 D9 D8 D7 D6 D5 D4 D3 D2 D1 Imitation
o o o o o o o o o
E9 E8 E7 E6 E5 E4 E3 E2 E1
Vocal Imitation
o o o o o o o o o o o o o o o o o o o o o o o o o o o
F27 F26 F25 F24 F23 F22 F21 F20 F19 F18 F17 F16 F15 F14 F13 F12 F11 F10 F9 F8 F7 F6 F5 F4 F3 F2 F1 Requests
o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o
G42 G41 G40 G39 G38 G37 G36 G35 G34 G33 G32 G31 G30 G29 G28 G27 G26 G25 G24 G23 G22 G21 G20 G19 G18 G17 G16 G15 G14 G13 G12 G11 G10 G9 G8 G7 G6 G5 G4 G3 G2 G1 Labeling
o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o
H42 H41 H40 H39 H38 H37 H36 H35 H34 H33 H32 H31 H30 H29 H28 H27 H26 H25 H24 H23 H22 H21 H20 H19 H18 H17 H16 H15 H14 H13 H12 H11 H10 H9 H8 H7 H6 H5 H4 H3 H2 H1 Intraverbals
o o o o o o o o o
I9 I8 I7 I6 I5 I4 I3 I2 I1
Spontaneous Vocals
ABLLS--Lucas Color Key
A A A A A A A A A A A
11 10 9 8 7 6 5 4 3 2 1
1 1 . . . . 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1
Date 9/6/2007 Lucas B. June 7, 2007 January 0, 1900
. . .
. . . 2 1 1 1 1 1 1 1
2 1 1 1 1 1 1 1
A - Cooperation & Reinforcer Effectiveness
B B B B B B B B B B B B B B B B B B B B B
21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 . . 1 1 1. 1. 1. 1 1 1 1 1 1 1 1 1 1 1 1 1 1 . . 1 1 1 1 1 1 1 1 1 1 1 1 . .
B - Visual Performance
C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C
52 51 50 49 48 47 46 45 44 43 42 41 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
1 1 1 1 1 1 1 1 1 1. . . . . . 1 1. . 1 2 2. 2 2. . 1 1 1 1 1 1 1 1 . . . . 1 1. . 1 1 1 1 1 1 1 1 1 1 1 1 1 1. . 1 1 1 1 1 1 1 1 1 1. . 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 . . . . 1 1 1 1 1 1 1 1 1 1 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 C - Receptive Language
D D D D D D D D D D D D D
13 12 11 10 9 8 7 6 5 4 3 2 1
.
. 1 1 1 1 1 1 1 1 1 1 1 1
. 1 1 1 1 1 1 1 1 1 1 1 1
D - Imitation
. 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1
E E E E E E E E E
9 8 7 6 5 4 3 2 1
1 1 1 1 1 1 1 1 1 E - Vocal Imitation
1 1 1 1 1 1 1 1 1
1 1 1 2 1 1 1 1 1
. 1 1 . . 1 1 1 1
F F F F F F F F F F F F F F F F F F F F F F F F F F F
27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
1 1 . . . . 1 1 . . 1 1 . . . . . . . . . . . . . . . . . . 1 1 1 1 1 1 1 1 1 1 1. 1 1 1 1 1 1 1 1 1 1 1 1
. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . .
1 1 1. . . 1 1 1 1 1 1 1 1 1 1 1 1
F - Requests
G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G
42 41 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
. . . . . . . . . . 1 . . . 1 1 1 1
. . . . . . . . . . . . . .
. . . . . . . . . . . . . . 1 1 1 2
. . 2 2 2 2 . . . . . . 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 . . . . 1 1 1 1 1 1 1 1 1 1 1 1
. . . . . . . . . . . . . .
1 1 1 1 . . 2 2 . . 2 2 2 2 . . . . . . . . 1. 1 2 1 1 1 1 1 1 1 1 2 2 1 2 1 1 . . . . 1 1 1 1 1 1 1 1 1 1 1 1
G - Labelling
H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H
42 41 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
. . . . . . . . .
. . . . . . . . .
1 1 . . . . . . 1. . . . . . . . . . . . . . . . . . . 1 1 1 1 1. 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 . . 1 1 1 1 . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . 1 . . 1 . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1 1 1 1 1 1 1 . . 1 1 1 1
H - Intraverbals
I I I I I I I I I
9 8 7 6 5 4 3 2 1
. 1 1 1 1 1 1 1 1
. . 1. 1 1 1 1 1 1 1 1 1 1 1 1 1 1
. . 1 1 1 1 . 1 1
I - Spontaneous Vocalization
VB MAPP--Lucas Key: Score
Date Color
Tester
Child's name Lucas Barbera
117.5 Aug07 1st test:
M. Barbera
Date of birth 7/3/1996
2nd test:
3rd test:
LEVEL 3 Mand
Tact
Listener
VP/MTS
Math
Mand
Tact
Listener
VP/MTS
Imitation
Mand
Tact
Listener
VP/MTS
Reading
Writing
Social/play
LRFFC
IV
Group
Ling.
Social
LRFFC
IV
Group/CR
Ling.
Social
Vocal
15 14 13 12 11 LEVEL 2 Echoic
Play
10 9 8 7 6
LEVEL 1 Imitation
` 5
Echoic
Play
4 3 2 1
Language Barriers--Lucas Key Date Color Tester Child's name: Lucas Barbera
1st Asses. 08/2007 M. Barbera
Date of birth:
2nd Asses.
7/3/1996
3rd Asses.
Inst. Control Behavior Prob. Defective Mand Defective Tact Defective Imit. Defective Echo
Defective MTS
5 4 3 2 1 1
2
3
Defective List.
1
2
3
Defective IV
1
2
3
Prompt Dep.
1
2
3
Generalization
1
2
3
Scrolling
1
2
3
Defective Scan
1
2
3
D
Defective C
5 4 3 2 1 1
2
3
Weak MOs
1
2
3
1
2
3
RR Weakens MO SelfStim
1
2
3
1
2
3
Defective Artic. OCB
1
2
3
Reinf. Depend.
1
2
3
Attending
5 4 3 2 1 1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
A Baker’s Dozen Intervention Tips for Children with Delays • Thirteen tips based on the science of ABA and BF Skinner’s analysis of Verbal Behavior that you can start using immediately with all children and adults with language delays and disorders
# 1 – Be Positive 1. Be Positive! Use 8 positives for every negative. Don’t overuse the child’s name especially when saying “no” or placing a demand
#2 Pairing
2. “Pair” yourself and the environment
with reinforcement by giving the child lots of reinforcement with no effort required .
# 3 Giving Directions 3. • • • • • •
When giving a child a direction Simplify the language Make sure you are close enough and loud enough for him to hear. Get down to child’s level to get child’s attention Only give directions you can make the child do Give the instruction only once and, if no response, prompt the child to complete the task. Don’t give the child a direction you’re not willing to follow through with
#4 Reinforcement 4.Look for things that reinforce the child.
Set up high interest activities: bubbles, water play, balls, wind up toys to see if any of these are motivators. Put these things out of reach so the child needs you to get them.
#5 Mand Training 1. Teach the child to communicate his needs and wants…first by pulling, reaching…then by using sign language, pictures, or words. Teach 3-5 signs at a time.
#6 Matching 2. Teach the child to match items and pictures. Label the item instead of using the command “match” or “put with same.”
# 7 Imitation 7. Teach imitation skills.
– With objects/toys. – Gross motor….Pick 2 or 3 movements to target at the same time. Provide as much prompting as needed to ensure the child is successful.
# 8 Receptive Skills 8.
Teach receptive skills:
• touch body parts, items or pictures • pick 2 or 3 receptive skills • provide as much prompting as needed to ensure the child is successful.
#9 Give Directions You Can Prompt 9. Since you can’t force a child to
speak, do not use “say______” if the child cannot speak or if this is a hard skill. (Say “cookie, cookie, cookie” as you deliver a small piece of cookie)
# 10 Teach Fill-ins to Songs
10. Use music and familiar nursery rhymes…leave the last word of each line blank to see if child fills it in.
# 11 Sabotage Daily Life 1. Sabotage daily life to see if child notices/indicates/or requests: • • • • •
Give cup without juice. Cereal without spoon. Coming upstairs, do not turn off music. Spill milk…don’t clean it up immediately. Go a different route in the mall.
# 12 Do Not Reinforce Problem Behavior 12.
Do not respond whining, kicking, screaming and other negative behaviors.
For problem behavior related to access to attention/tangibles: • Walk away, Ignore, or use the Count and Mand procedure For escape related problem behavior: • Ignore problem behavior and continue demand
# 13 Prevent and Correct Errors throughout the day! Instructor: Child: Instructor: Child: Instructor: Child: Instructor: Child:
Points to an apple and says What is it? “bird.” “What is it—apple” echoes “apple” Right, what is it? “apple” Presents 2-3 easy demands and then “what is it?” “apple”
Some Take Home Points for Use With All Children (and Adults)
• Pairing • Manding • Once the child can mand for items, ease in demands gradually • Prevent and Correct Errors throughout the day • Don’t reinforce problem behaviors
Switching to an ABA/VB approach • Scientifically validated approach • Child friendly • Should see decrease in negative and increase in positive behaviors fairly quickly • Data based decision making • Encourages all team members to treat behaviors consistently and increase demands at the same pace.
Questions? • www.verbalbehaviorapproach.com • [email protected]
• Thank You!
Autism Epidemic • Rate of autism has skyrocketed from 1 in 10,000 in the 1970’s and early 1980’s to 1 in 150 today. • PA statistics from Department of Education (students ages 6-21) – 1993---346 students with autism – 2003---5,805 students with autism *****1578% increase in a decade*****
Cause, Treatment, and Cure • No known cause although most speculate an environmental trigger to those with a genetic predisposition. • Treatment of choice is early and intensive behavioral treatment.
Lovaas Study • Published in 1987 – 59 children • 19 received 40 hours/wk 1:1 ABA for 2 years • 20 received 10 hours/wk • 20 received standard special education classrooms/OT/speech • 47% of those receiving 40 hours/wk of treatment became “indistinguishable from their peers by first grade”
ABA as the treatment of choice • Applied Behavior Analysis (ABA) is the only scientifically validated treatment and is recommended by the U.S. Surgeon General. • ABA treatment became popular in the mid1990’s when Catherine Maurice, a parent of two children with autism who both “recovered” from autism using this approach, published two books detailing Lovaas type ABA therapy.
My Autism Journey •
July 2, 1999 – Lucas was diagnosed with moderate to severe autism one day before his third birthday.
•
September 1999 – Started 40 hours/wk ABA program with Lovaas consultant coming monthly.
•
June 2000 – Founding President of Autism Society of Berks.
•
December 2003 – Became a Board Certified Behavior Analyst and Lead Behavior Analyst for the PA Verbal Behavior Project.
•
May 2005 – Published the results of a single subject multiple baseline study that I designed in The Analysis of Verbal Behavior.
•
May 2007 –Anticipated publication of my book: The Verbal Behavior Approach: How to Teach Children with Autism and Related Disorders.
An Overview of ABA
Applied Behavior Analysis (ABA) • Definition “Applied behavior analysis is the science in which procedures derived from the principles of behavior are systematically applied to improve socially significant behavior.” (Cooper, Heron, and Heward)
Basic Behavioral Principles Antecedent - any stimulus that happens before a behavior Behavior - an observable and measurable act of an individual Consequence - any stimulus that happens after a behavior
Three (Really Four) Term Contingency Antecedent--Behavior--Consequences
Motivation is now seen as playing a significant role in this model (Michael)
Examples of Three Term Contingency
• “Touch nose” – Child touches nose – receives piece of cookie • “Do Puzzle” – Child falls to floor – Demand withdrawn
You use the principles of ABA all day long! • ABA is used to: – Increase positive behaviors • Language, self care skills, academic skills.
– Decrease negative behaviors • Tantrums, biting, kicking, crying
Using ABA and Verbal Behavior (VB) to Increase Positive Behaviors • Increasing language and learning skills using the principles of ABA and B.F. Skinner’s Analysis of Verbal Behavior
Applied Behavior Analysis
Discrete Trial
Direct Instruction
Teaching Lovaas type Therapy
Intensive behavioral Intervention Precision Teaching
Fluency Based Instruction
Verbal Behavior Incidental Teaching
What is Verbal Behavior? Behavior that is reinforced through the mediation of another person’s behavior
Dual Path of Applied Behavior Analysis Research LOVAAS (UCLA)
MICHAEL (WMU)
ABA Research Plus Discrete Trial Training (structure)
ABA Research Plus Discrete Trial Training Plus Skinner’s Analysis of Verbal Behavior (function)
Common terms for the Verbal Operants Mand = request Tact = label Intraverbal = conversation, answering a question, responding when someone else talks Echoic = repeating what someone else says Receptive or Listener Responding = following directions
What is “Coffee”??????? Is it a… • MAND? • TACT? • INTRAVERBAL?
Verbal Operants Verbal Operant
Antecedent
Behavior
Consequence
Mand
Motivative Operation ( wants cookie)
Verbal behavior (says “cookie”)
Direct reinforcement (gets cookie)
Tact
Sensory Stimuli (sees or smells cookie)
Verbal behavior (says “cookie”)
Non-specific reinforcement (gets praised, for instance)
Intraverbal
Verbal stimulus (someone says:”What do you eat?”
Verbal behavior (says “cookie”)
Non-specific reinforcement (gets praised, for instance)
Echoic
Verbal Stimulus (someone says “cookie”)
Verbal behavior: repeats all or part of antecedent (says “cookie”)
Non-specific reinforcement (gets praised, for instance)
Receptive (actually not a verbal operant)
Verbal stimulus (someone says “touch cooke”)*
Non-verbal behavior (child touches cookie)
Non-specific reinforcement (gets praised, for instance)
Two other related skills: Imitation: Given another person’s motor action in the antecedent condition, the child performs the same action. Match to Sample: matching activities involving either identical or non-identical items. (This is a very simplistic definition for a very critical skill area also referred to as conditional discriminations.)
Teaching the Mand
Why Teaching Mands is Important • It helps children avoid frustration in communicating their needs and wants • It is relatively easy to do because you are using the child’s own motivation as a tool • It is a natural first step in teaching communication
The Mand (Requesting) All mands have one thing in common: in the antecedent condition, there is a Motivative Operation (or motivation) in place. A= thirst (MO) B= “I want juice” C= student gets juice If a child does not want the item, you cannot teach them to mand for it.
Examples of contriving an MO • Holding up an M&M within eyesight of the child • Giving the child a bottle with a tight lid. In the bottle is his favorite toy. • Giving the child a bowl of cereal with no spoon. • Giving the child a toy that requires batteries but withholding the batteries • Briefly turning on his or her favorite video. • Giving a bit of his or her favorite snack to another child.
When Negative Behaviors Occur During Mand Training Do not reinforce whining/crying or other negative behaviors Count and Mand Child has to learn that crying will not get them anything….appropriate manding will!
Keep Number and Effort of Demands Low at First • Gradually fade in more difficult tasks • Avoid escape oriented behaviors: effort and demands should always be outweighed by easy responding • Make demands low at first: deliver reinforcement much more often than you ask the child to perform
Daniel’s ABLLS A-H ABLLS is an assessment of language and learning skills originally developed by James W. Partington, Ph.D. and Mark L. Sundberg, Ph.D. This spreadsheet is for private use only Color Key Date January 0, 1900 C 52 ● . . . . January 0, 1900 C 51 ● . . . . January 0, 1900 C 50 ● . . . . C 49 ● . . . . C 48 ● . . . . C 47 ● . . . . C 46 ● . . . . C 45 ● . . . . C 44 ● . . . . C 43 ● . . . . C 42 ● . . . . C 41 ● . . . . C 40 ● . . . . C 39 ● . . . . C 38 ● . . . . C 37 ● . . . . C 36 ● . . . . C 35 ● . . . . C 34 ● . . . . C 33 ● . . . . C 32 ● . . . . C 31 ● . . . . C 30 ● . . . . C 29 ● . . . . C 28 ● . . . . C 27 ● . . . . F 27 C 26 ● . . . . F 26 C 25 ● . . . . F 25 C 24 ● . . . . F 24 C 23 ● . . . . F 23 C 22 ● . . . . F 22 B 21 ● . . . . C 21 ● . . . . F 21 B 20 ● . . . . C 20 ● . . . . F 20 B 19 ● . . . . C 19 ● . . . . F 19 B 18 ● . . . . C 18 ● . . . . F 18 B 17 ● . . . . C 17 ● . . . . F 17 B 16 ● . . . . C 16 ● . . . . F 16 B 15 ● . . . . C 15 ● . . . . F 15 B 14 ● . . . . C 14 ● . . . . F 14 B 13 ● . . . . C 13 ● . . . . D 13 ● . . . . F 13 B 12 ● . . . . C 12 ● . . . . D 12 ● . . . . F 12 A 11 ● . . . . B 11 ○ 1 . . . C 11 ● . . . . D 11 ● . . . . F 11 A 10 ● . . . . B 10 ○ 1 1 . . C 10 ● . . . . D 10 ● . . . . F 10 A 9 ○ 1 1. . B 9 ○ 1 1. . C 9 ●. . . . D 9 ●. . . . E 9 ●. . . . F 9 A 8 ○ 1. . . B 8 ●. . . . C 8 ●. . . . D 8 ●. . . . E 8 ●. . . . F 8 A 7 ○ 1. . . B 7 ●. . . . C 7 ●. . . . D 7 ●. . . . E 7 ●. . . . F 7 A 6 ○ 1 1. . B 6 ●. . . . C 6 ●. . . . D 6 ●. . . . E 6 ●. . . . F 6 A 5 ○ 1 1. . B 5 ●. . . . C 5 ●. . . . D 5 ●. . . . E 5 ●. . . . F 5 A 4 ○ 1 1. . B 4 ●. . . . C4 ○ 1 1. . D 4 ●. . . . E 4 ●. . . . F 4 A 3 ○ 1 1 1 1 B 3 ●. . . . C3 ○ 1 1. . D 3 ●. . . . E 3 ●. . . . F 3 A 2 ○ 1 1. . B 2 ●. . . . C2 ○ 1 1. . D 2 ●. . . . E 2 ●. . . . F 2 A 1 ○ 1 1 1 1 B 1 ○ 1. . . C1 ○ 1 1. . D 1 ○ 1 1. . E 1 ●. . . . F 1 A - Cooperation & Reinforcer Effectiveness
B - Visual Performance
C - Receptive Language
D - Imitation
E - Vocal Imitation
●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ○1 1 1 1 F - Requests
G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G
42 41 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●.
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G - Labelling
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H
42 41 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●.
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H - Intraverbals
Daniel’s ABLLS I-R
I I I I I I I I I
9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ?
. . . . . . . .
. . . . . . . . 1.
. . . . . . . . .
. . . . . . . . .
I - Spontaneous Vocalization
J J J J J J J J J J J J J J J J J J J J
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
. . . . . . . . . . . . . . . . . . . .
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. . . . . . . . . . . . . . . . . . . .
J - Syntax and Grammar
. . . . . . . . . . . . . . . . . . . .
K K K K K K K K K K
10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ?
. . . . . . . .
. . . . . . . .
. . . . . . . . 1 1. 1 1 1
K - Play and Leisure
. . . . . . . . . 1
L L L L L L L L L L L L L L L L L L L L L L
22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . 1 1.
L - Social Interaction
. . . . . . . . . . . . . . . . . . . . . .
M M M M M M M M M M M M
12 11 10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ? ? ?
. . . . . . . . . . . .
. . . . . . . . . . . .
M - Group Instruction
. . . . . . . . . . . .
. . . . . . . . . . . .
N N N N N N N N N N
10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ?
. . . . . . . . . .
. . . . . . . . . .
. . . . . . . . . .
N - Classroom Routines
. . . . . . . . . .
P P P P P P
6 5 4 3 2 1
? ? ? ? ? ?
. . . . . .
. . . . . .
. . . . . .
. . . . . .
P - Generalized Responding
Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q
15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
. . . . . . . . . . . . . . .
. . . . . . . . . . . . . . .
. . . . . . . . . . . . . . .
Q - Reading
. . . . . . . . . . . . . . .
Daniel’s ABLLS S-Z
S S S S S S S S S
9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ?
. . . . . . . . .
. . . . . . . . .
S - Writing
. . . . . . . . .
. . . . . . . . .
T T T T T T
6 5 4 3 2 1
? ? ? ? ? ?
. . . . . .
. . . . . .
. . . . . .
T - Spelling
. . . . . .
U U U U U U U U U U U U U U U
15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
. . . . . . . . . . . . . . .
. . . . . . . . . . . . . . .
. . . . . . . . . . . . . . .
U - Dressing
. . . . . . . . . . . . . . .
V V V V V V V V V V
10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ?
. . . . . . . .
. . . . . . . .
. . . . . . . . 1 1. 1 1 1
V - Eating
. . . . . . . . . 1
W W W W W W W
7 6 5 4 3 2 1
? ? ? ? ? ? ?
. . . . . . .
. . . . . . .
. . . . . . .
W - Grooming
. . . . . . .
X X X X X X X X X X
10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ?
. . . . . . . . . .
. . . . . . . . . .
. . . . . . . . . .
X - Toileting
. . . . . . . . . .
Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y
28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
. . . . . .
. . . . . .
1 1 . . . . . . . . . . . . . 1 1 1 1 . . 1 1 1 1 1 1 1 1 1 1 . . . . . . . . . . . . .
. . . . . .
. . . . . .
1 1 . . . . . . . . . . . . . 1 1 1 1 . . 1 1 1 1 1 1 1 1 1 1 . . . . . . . . . . . . .
Y - Gross Motor
Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z
28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
. . . . . . 1 1 1 . . . . . . . . . . . . . . . . . . . . . . . . 1 1 1 1 1 1 . . . . . . . . . . . . . . . . . . . . . 1 1 1 1 1 1 . . . 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
Z - Fine Motor
. . 1 . . . . . . . . 1 1 . . . . . . . 1 1 . 1 1 1 1 1
Mason’s ABLLS Name: Mason DOB:
J an 05 2005 2/25/2005
o A11 o A10 o A9 o A8 o A7 o A6 o A5 o A4 o A3 o A2 o A1 Cooperation & Reinforcers
o o o o o o o o o o o o o o o o o o o o o
B21 B20 B19 B18 B17 B16 B15 B14 B13 B12 B11 B10 B9 B8 B7 B6 B5 B4 B3 B2 B1
o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o
C52 C51 C50 C49 C48 C47 C46 C45 C44 C43 C42 C41 C40 C39 C38 C37 C36 C35 C34 C33 C32 C31 C30 C29 C28 C27 C26 C25 C24 C23 C22 C21 C20 C19 C18 C17 C16 C15 C14 C13 C12 C11 C10 C9 C8 C7 C6 C5 C4 C3 C2 C1
Visual
Receptive
Performance
Language
o o o o o o o o o o o o o
D13 D12 D11 D10 D9 D8 D7 D6 D5 D4 D3 D2 D1 Imitation
o o o o o o o o o
E9 E8 E7 E6 E5 E4 E3 E2 E1
Vocal Imitation
o o o o o o o o o o o o o o o o o o o o o o o o o o o
F27 F26 F25 F24 F23 F22 F21 F20 F19 F18 F17 F16 F15 F14 F13 F12 F11 F10 F9 F8 F7 F6 F5 F4 F3 F2 F1 Requests
o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o
G42 G41 G40 G39 G38 G37 G36 G35 G34 G33 G32 G31 G30 G29 G28 G27 G26 G25 G24 G23 G22 G21 G20 G19 G18 G17 G16 G15 G14 G13 G12 G11 G10 G9 G8 G7 G6 G5 G4 G3 G2 G1 Labeling
o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o
H42 H41 H40 H39 H38 H37 H36 H35 H34 H33 H32 H31 H30 H29 H28 H27 H26 H25 H24 H23 H22 H21 H20 H19 H18 H17 H16 H15 H14 H13 H12 H11 H10 H9 H8 H7 H6 H5 H4 H3 H2 H1 Intraverbals
o o o o o o o o o
I9 I8 I7 I6 I5 I4 I3 I2 I1
Spontaneous Vocals
ABLLS--Lucas Color Key
A A A A A A A A A A A
11 10 9 8 7 6 5 4 3 2 1
1 1 . . . . 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1
Date 9/6/2007 Lucas B. June 7, 2007 January 0, 1900
. . .
. . . 2 1 1 1 1 1 1 1
2 1 1 1 1 1 1 1
A - Cooperation & Reinforcer Effectiveness
B B B B B B B B B B B B B B B B B B B B B
21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 . . 1 1 1. 1. 1. 1 1 1 1 1 1 1 1 1 1 1 1 1 1 . . 1 1 1 1 1 1 1 1 1 1 1 1 . .
B - Visual Performance
C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C
52 51 50 49 48 47 46 45 44 43 42 41 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
1 1 1 1 1 1 1 1 1 1. . . . . . 1 1. . 1 2 2. 2 2. . 1 1 1 1 1 1 1 1 . . . . 1 1. . 1 1 1 1 1 1 1 1 1 1 1 1 1 1. . 1 1 1 1 1 1 1 1 1 1. . 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 . . . . 1 1 1 1 1 1 1 1 1 1 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 C - Receptive Language
D D D D D D D D D D D D D
13 12 11 10 9 8 7 6 5 4 3 2 1
.
. 1 1 1 1 1 1 1 1 1 1 1 1
. 1 1 1 1 1 1 1 1 1 1 1 1
D - Imitation
. 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1
E E E E E E E E E
9 8 7 6 5 4 3 2 1
1 1 1 1 1 1 1 1 1 E - Vocal Imitation
1 1 1 1 1 1 1 1 1
1 1 1 2 1 1 1 1 1
. 1 1 . . 1 1 1 1
F F F F F F F F F F F F F F F F F F F F F F F F F F F
27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
1 1 . . . . 1 1 . . 1 1 . . . . . . . . . . . . . . . . . . 1 1 1 1 1 1 1 1 1 1 1. 1 1 1 1 1 1 1 1 1 1 1 1
. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . .
1 1 1. . . 1 1 1 1 1 1 1 1 1 1 1 1
F - Requests
G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G
42 41 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
. . . . . . . . . . 1 . . . 1 1 1 1
. . . . . . . . . . . . . .
. . . . . . . . . . . . . . 1 1 1 2
. . 2 2 2 2 . . . . . . 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 . . . . 1 1 1 1 1 1 1 1 1 1 1 1
. . . . . . . . . . . . . .
1 1 1 1 . . 2 2 . . 2 2 2 2 . . . . . . . . 1. 1 2 1 1 1 1 1 1 1 1 2 2 1 2 1 1 . . . . 1 1 1 1 1 1 1 1 1 1 1 1
G - Labelling
H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H
42 41 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
. . . . . . . . .
. . . . . . . . .
1 1 . . . . . . 1. . . . . . . . . . . . . . . . . . . 1 1 1 1 1. 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 . . 1 1 1 1 . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . 1 . . 1 . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1 1 1 1 1 1 1 . . 1 1 1 1
H - Intraverbals
I I I I I I I I I
9 8 7 6 5 4 3 2 1
. 1 1 1 1 1 1 1 1
. . 1. 1 1 1 1 1 1 1 1 1 1 1 1 1 1
. . 1 1 1 1 . 1 1
I - Spontaneous Vocalization
VB MAPP--Lucas Key: Score
Date Color
Tester
Child's name Lucas Barbera
117.5 Aug07 1st test:
M. Barbera
Date of birth 7/3/1996
2nd test:
3rd test:
LEVEL 3 Mand
Tact
Listener
VP/MTS
Math
Mand
Tact
Listener
VP/MTS
Imitation
Mand
Tact
Listener
VP/MTS
Reading
Writing
Social/play
LRFFC
IV
Group
Ling.
Social
LRFFC
IV
Group/CR
Ling.
Social
Vocal
15 14 13 12 11 LEVEL 2 Echoic
Play
10 9 8 7 6
LEVEL 1 Imitation
` 5
Echoic
Play
4 3 2 1
Language Barriers--Lucas Key Date Color Tester Child's name: Lucas Barbera
1st Asses. 08/2007 M. Barbera
Date of birth:
2nd Asses.
7/3/1996
3rd Asses.
Inst. Control Behavior Prob. Defective Mand Defective Tact Defective Imit. Defective Echo
Defective MTS
5 4 3 2 1 1
2
3
Defective List.
1
2
3
Defective IV
1
2
3
Prompt Dep.
1
2
3
Generalization
1
2
3
Scrolling
1
2
3
Defective Scan
1
2
3
D
Defective C
5 4 3 2 1 1
2
3
Weak MOs
1
2
3
1
2
3
RR Weakens MO SelfStim
1
2
3
1
2
3
Defective Artic. OCB
1
2
3
Reinf. Depend.
1
2
3
Attending
5 4 3 2 1 1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
A Baker’s Dozen Intervention Tips for Children with Delays • Thirteen tips based on the science of ABA and BF Skinner’s analysis of Verbal Behavior that you can start using immediately with all children and adults with language delays and disorders
# 1 – Be Positive 1. Be Positive! Use 8 positives for every negative. Don’t overuse the child’s name especially when saying “no” or placing a demand
#2 Pairing
2. “Pair” yourself and the environment
with reinforcement by giving the child lots of reinforcement with no effort required .
# 3 Giving Directions 3. • • • • • •
When giving a child a direction Simplify the language Make sure you are close enough and loud enough for him to hear. Get down to child’s level to get child’s attention Only give directions you can make the child do Give the instruction only once and, if no response, prompt the child to complete the task. Don’t give the child a direction you’re not willing to follow through with
#4 Reinforcement 4.Look for things that reinforce the child.
Set up high interest activities: bubbles, water play, balls, wind up toys to see if any of these are motivators. Put these things out of reach so the child needs you to get them.
#5 Mand Training 1. Teach the child to communicate his needs and wants…first by pulling, reaching…then by using sign language, pictures, or words. Teach 3-5 signs at a time.
#6 Matching 2. Teach the child to match items and pictures. Label the item instead of using the command “match” or “put with same.”
# 7 Imitation 7. Teach imitation skills.
– With objects/toys. – Gross motor….Pick 2 or 3 movements to target at the same time. Provide as much prompting as needed to ensure the child is successful.
# 8 Receptive Skills 8.
Teach receptive skills:
• touch body parts, items or pictures • pick 2 or 3 receptive skills • provide as much prompting as needed to ensure the child is successful.
#9 Give Directions You Can Prompt 9. Since you can’t force a child to
speak, do not use “say______” if the child cannot speak or if this is a hard skill. (Say “cookie, cookie, cookie” as you deliver a small piece of cookie)
# 10 Teach Fill-ins to Songs
10. Use music and familiar nursery rhymes…leave the last word of each line blank to see if child fills it in.
# 11 Sabotage Daily Life 1. Sabotage daily life to see if child notices/indicates/or requests: • • • • •
Give cup without juice. Cereal without spoon. Coming upstairs, do not turn off music. Spill milk…don’t clean it up immediately. Go a different route in the mall.
# 12 Do Not Reinforce Problem Behavior 12.
Do not respond whining, kicking, screaming and other negative behaviors.
For problem behavior related to access to attention/tangibles: • Walk away, Ignore, or use the Count and Mand procedure For escape related problem behavior: • Ignore problem behavior and continue demand
# 13 Prevent and Correct Errors throughout the day! Instructor: Child: Instructor: Child: Instructor: Child: Instructor: Child:
Points to an apple and says What is it? “bird.” “What is it—apple” echoes “apple” Right, what is it? “apple” Presents 2-3 easy demands and then “what is it?” “apple”
Some Take Home Points for Use With All Children (and Adults)
• Pairing • Manding • Once the child can mand for items, ease in demands gradually • Prevent and Correct Errors throughout the day • Don’t reinforce problem behaviors
Switching to an ABA/VB approach • Scientifically validated approach • Child friendly • Should see decrease in negative and increase in positive behaviors fairly quickly • Data based decision making • Encourages all team members to treat behaviors consistently and increase demands at the same pace.
Questions? • www.verbalbehaviorapproach.com • [email protected]
• Thank You!
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