Teaching Children With Communication Challenges -the Case For Using Verbal Behavior
This document was uploaded by user and they confirmed that they have the permission to share it. If you are author or own the copyright of this book, please report to us by using this DMCA report form. Report DMCA
Overview
Download & View Teaching Children With Communication Challenges -the Case For Using Verbal Behavior as PDF for free.
More details
- Words: 3,263
- Pages: 50
Teaching Children with Communication Challenges The Case for Using Verbal Behavior Presented by
Cindy Peters Autism One Conference May, 2008
Who am I?
Parent of Kenny, diagnosed with severe autism at 27 months of age in 1995
Founder and former President and Executive Director of The Mariposa School for Children with Autism in Cary, NC
Copyright 2008 by Cynthia A. Peters
2
Turf wars: Educational vs. Biomedical treatment
There are many co-morbid conditions associated with autism
Each approach has the potential to improve the chances of success with the other
Data from educational therapies can help determine if biomedical treatments are effective
Biomedical interventions can help the child focus on education, rather than discomfort
Let’s look at the WHOLE child, and not worry about who gets the “credit” for success.
Copyright 2008 by Cynthia A. Peters
3
Origins of Verbal Behavior (VB) Approach
1957 - B.F. Skinner introduced concept in his book “Verbal Behavior”
1970’s - Dr. Jack Michael began teaching VB at Western Michigan University
1998 – Dr. Mark Sundberg and Dr. James Partington
“Teaching Language to Children with Autism or Other Developmental Disabilities”
“The Assessment of Basic Language and Learning Skills- (The ABLLS)” (The “ABLLS-R” was released by Dr. Partington in 2006)
Dr. Vincent Carbone, his associates and others created seminars, workshops and training videos which have been influential in the gain in popularity of VB programs Copyright 2008 by Cynthia A. Peters
4
Behavioral Definitions Antecedent -> Behavior -> Consequence
Antecedent: The event or condition which occurs directly before a behavior occurs
Stimulus/Demand (explicit/implicit)
Motivating condition
Behavior: An “action” which changes the environment in some way, either directly or indirectly. For example:
Directly – A hungry child gets a cookie to eat Indirectly – A hungry child asks someone else to get them a cookie
Consequence: The event or condition which occurs directly after the behavior occurs Copyright 2008 by Cynthia A. Peters
5
Skinner’s Analysis of Verbal Behavior (VB)
Language can be defined as a set of functionally independent categories, each of which has a different communicative purpose.
Language is a learned behavior, influenced by certain conditions in the environment.
Within these categories, there is a distinction between Speaker and Listener behaviors
A word is not “learned” until it can be used across all functional categories
Verbal behavior isn’t always vocal behavior
Copyright 2008 by Cynthia A. Peters
6
Language as a set of Functionally Independent Categories
Verbal Behavior (Actions of a Speaker)
Duplic
Motor Imitation (Signing)
Echoic (Repeating what is heard)
Mand (Requesting)
Tact (Labeling)
Intraverbal (Answering questions / Conversation)
Non-verbal Behavior (Actions of Listener/Responder)
Receptive (Following instructions of Speaker)
(Receptive by Feature, Function, Class) Copyright 2008 by Cynthia A. Peters
7
Speaker Behavior - The Duplic (Echoic and Motor Imitation)
It’s essential to have one of these in order for all functional categories of language to be taught
To use vocal language, the student must be able to echo sounds produced by another person
To use sign language, the student must be able to copy the motor movements of another person
However, the ability to “imitate” a word doesn’t necessarily mean that it will automatically transfer to other forms of verbal behavior
Copyright 2008 by Cynthia A. Peters
8
Augmentative Communication for Non-Vocal Learners
Providing the learner with a means to express him/herself reduces the likelihood of problem behaviors
If the learner is not yet vocal, an augmentative communication system should be chosen to allow expressive communication
Sign language
Picture Systems / Pointing
Voice Box or other device
Copyright 2008 by Cynthia A. Peters
9
Which Form of Augmentative Communication Should You Choose?
First and foremost, it depends on the learner
Consider which form will be easiest for the learner to acquire AND requires the least response effort
The goal is to be able to easily transition to vocal behavior – which form is the most likely to facilitate this?
Topography based VB (Signing, Talking) requires distinctive behavior for each response (e.g. signs for ball and cookie are made differently)
Selection based VB (Pictures, Voice Box) requires scanning an array of possibilities and using the same behavior for each response (e.g. pointing) Copyright 2008 by Cynthia A. Peters
10
Which Form of Augmentative Communication Should You Choose?
It should allow verbal behavior across all functional categories of language in case the Learner does NOT acquire vocal language Sign
Pictures
Mand
Yes
Yes
Tact
Yes
No (Match to Sample)
Intraverbal
Yes
No (Receptive by FFC)
It should be readily available (portable) to the Speaker
It should be possible to make quick responses to avoid frustration for both Speaker and Listener
Copyright 2008 by Cynthia A. Peters
11
How to Increase the Use of Language
Language is a learned behavior, influenced by certain conditions in the environment. We can increase the likelihood of this behavior occurring by:
Setting up motivational conditions to evoke it AND
Providing reinforcement after it occurs Antecedent -> Behavior -> Consequence Motivation -> Behavior -> Reinforcement Copyright 2008 by Cynthia A. Peters
12
Motivational Conditions (MO)
Factors/events which temporarily alter the value of other stimuli/events to act as reinforcers thereby increasing the likelihood of the behaviors to occur which have evoked these reinforcers in the past.
Relates to deprivation/satiation SITUATION: Child wants cookie which has been put out of reach Motivation:
Desire to have cookie
Behavior:
Child asks LISTENER for cookie
Reinforcement: LISTENER gives child the cookie Copyright 2008 by Cynthia A. Peters
13
What is Reinforcement?
Something that is valuable at this moment in time to the recipient
EITHER Specific to a motivating condition
Giving something which is desired (positive reinforcement)
Removing something that is aversive (negative reinforcement)
OR Social (Generalized reinforcement)
Primary/Tangible – Food, toys, books etc.
Approval – “Great job!” , “That’s right!”
Physical – Tickles, hugs, pats on the back, etc.
Emotional – Smiles, laughter etc. Copyright 2008 by Cynthia A. Peters
14
Speaker Behavior - The Mand
Controlled by motivation (state of deprivation) or the desire to remove an aversive condition
The only form of VB to directly benefit the Speaker
A request for something the Speaker wants (item, attention, activity, information etc.)
Usually the first form of VB to be learned since it is likely to produce immediate reinforcement
May take the form of maladaptive behaviors (aggression, SIB, etc.) instead of more appropriate forms Copyright 2008 by Cynthia A. Peters
15
Examples of Mands
A crying baby (seeking attention)
A speaker saying “Cookie” when hungry (requesting when in state of deprivation)
A speaker saying “Stop!” when being tickled (requesting the removal of something)
“(I want to) swing.” (requesting a desired activity)
“Where are my shoes?” (requesting information) Copyright 2008 by Cynthia A. Peters
16
Speaker Behavior - The Tact
Controlled by nonverbal environment (stimuli), such as visual, auditory, sensory etc.
Labeling something (objects, people, actions, events etc.), or a property of something, that is present. (Nouns, pronouns, adjectives, prepositions, adverbs)
Reinforced through social reinforcement
Not readily acquired if learner does not respond to social reinforcement
The ability to tact something does not automatically transfer to the ability to mand for the same thing, or understand it’s “meaning” Copyright 2008 by Cynthia A. Peters
17
Examples of Tacts Non-verbal Stimulus
Response
Child sees a cat
“(It’s a) cat.”
Child has been running in the heat
“(I feel) hot!”
Child’s mother enters the room
“(I see) Mommy.”
A fire truck drives past
A movie starts in the theater
“(It’s too) loud.”
Pizza is brought into the house
“(I smell) pizza.”
A child is crying
“(It’s) red.”
“(She’s) sad.”
Copyright 2008 by Cynthia A. Peters
18
Speaker Behavior -The Intraverbal
Controlled by somebody else’s verbal behavior
Reinforced through social reinforcement
Answering “Wh” questions or responding to something said by another person about something (objects, people, actions, events etc.), or a property of something, that is not present. A conversational exchange.
“Fill in” responses are also frequently used.
Conversational repertoire which has no point to point correspondence with the stimulus
Copyright 2008 by Cynthia A. Peters
19
Examples of Intraverbals Verbal Stimulus
Response
“An animal that says meow is a …”
“How do you feel?”
“(I’m) hot!”
“Who do you love?”
“Mommy.”
“What color is a fire truck?”
“(It’s) red.”
“What’s the matter?”
“(It’s too) loud.”
“Something that smells yummy is a …”
“Why is she crying?“
Copyright 2008 by Cynthia A. Peters
“cat.”
“pizza.” “(She’s) sad.”
20
Listener Behavior – Receptive Language
Controlled by somebody else’s verbal behavior
Reinforced through social reinforcement
Complying with or responding to the requests (mands) of others. Identifying an object by pointing, touching, giving, etc.
Copyright 2008 by Cynthia A. Peters
21
Examples of Receptive Language Verbal Stimulus
Response
“Do this!” (touches nose)
Touches nose
“Go get your coat.”
Gets coat
“Show me the cat.”
Points to cat
“Kick the ball.”
Kicks ball
“Give me the red block.” Speaker Copyright 2008 by Cynthia A. Peters
Gives block to
22
Feature, Function and Class
Controlled by somebody else’s verbal behavior
Reinforced through social reinforcement
Associations or “intraverbal connections” between words.
Responses can be receptive, tact, or intraverbal
Copyright 2008 by Cynthia A. Peters
23
Examples of Feature, Function and Class (Items present)
Speaker: “Show me something that has chocolate chips.” Student:
(points to cookie) (Receptive by Feature)
Speaker: “ Which one is a food?” Student: (points to cookie) “ Cookie.” (Tact by Class)
(No items present)
Speaker: “Something you can eat is a ______” Student: “Cookie.” (Intraverbal fill-in by Function)
Speaker: “What tastes sweet?” Student: “Cookie.” (Intraverbal by Feature)
Copyright 2008 by Cynthia A. Peters
24
VB Curriculums: The ABLLS-R
“The Assessment of Basic Language and Learning Skills (The ABLLS™)” (Partington and Sundberg -1998)
Revised by Dr. Partington in 2006 to ABLLS-R
An assessment tool, curriculum guide and skill tracking system
Task analysis of learning skills divided into 25 categories; each category consists of multiple goals; within each goal, 1 – 4 steps to mastery
ABLLS-R Protocol
Basic Learner Skills
(Sections A – P)
Academic Skills
(Sections Q – T)
Self-Help Skills
(Sections U – X)
Motor Skills
(Sections Y – Z) Copyright 2008 by Cynthia A. Peters
25
VB Curriculums: The ABLLS-R
Basic Learner Skills
A. Cooperation and Reinforcer Effectiveness
B. Visual Performance
C. Receptive Language
D. Imitation
E. Vocal Imitation
F. Requests (Mands)
G. Labeling (Tacts)
H. Intraverbals
I. Spontaneous Vocalizations
Copyright 2008 by Cynthia A. Peters
26
VB Curriculums: The ABLLS-R
Basic Learner Skills (continued)
J. Syntax and Grammar
K. Play and Leisure
L. Social Interaction
M. Group Instruction
N. Follow Classroom Routines
P. Generalized Responding
Copyright 2008 by Cynthia A. Peters
27
VB Curriculums: The ABLLS-R
Academic Skills Assessment
Q. Reading Skills
R. Math Skills
S. Writing Skills
T. Spelling
Self Help Skills
U. Dressing Skills
V. Eating Skills
W. Grooming
X. Toileting Skills Copyright 2008 by Cynthia A. Peters
28
VB Curriculums: The ABLLS-R
Motor Skills Assessment
Y. Gross Motor Skills
Z. Fine Motor Skills
Copyright 2008 by Cynthia A. Peters
29
The ABLLS-R
Copyright 2008 by Cynthia A. Peters
30
The ABLLS-R
Copyright 2008 by Cynthia A. Peters
31
The ABLLS-R
Copyright 2008 by Cynthia A. Peters
32
VB Curriculums: The VB-MAPP
“The Verbal Behavior Milestones Assessment and Placement Program: The VB-MAPP” (Sundberg, 2008)
Currently being field tested – to be released Summer,2008
An assessment tool, curriculum guide and skill tracking system
5 Components
VB-MAPP Skills Assessment
VB-MAPP Barriers Assessment
VB-MAPP Task Analysis and Skills Tracking System
VB-MAPP Transition Assessment
VB-MAPP Placement Guide and IEP Goals
Copyright 2008 by Cynthia A. Peters
33
VB Curriculums: The VB-MAPP
VB-MAPP Skills Assessment - 170 milestones balanced across the verbal operants and 3 developmental levels (0-18 months, 18-30 months, and 30-48 months).
Mand
Tact
Echoic
Intraverbal
Listener
Motor Imitation
Independent Play Copyright 2008 by Cynthia A. Peters
34
VB Curriculums: The VB-MAPP
VB-MAPP Skills Assessment (continued)
Social and Social Play
Visual Perceptual and Matching-to-Sample
Linguistic Structure
Group and Classroom Skills
Early Academics
Copyright 2008 by Cynthia A. Peters
35
VB Curriculums: The VB-MAPP
VB-MAPP Barriers Assessment - An assessment of 22 common language and learning barriers
Instructional Control
Behavior Problems
Defective Imitation, Mands, Tacts, Echoic, Intraverbal
Defective Matching-to-Sample
Defective Listener skills
Prompt Dependency
Defective Generalization
Scrolling
Defective Scanning Copyright 2008 by Cynthia A. Peters
36
VB Curriculums: The VB-MAPP
VB-MAPP Barriers Assessment (continued)
Defective Conditional Discriminations
Weak Motivators
Response Requirement Weakening the Motivators
Self-stimulation
Defective Articulation
Obsessive Compulsive Behavior
Reinforcer Dependency
Defective Attending
Defective Social Skills Copyright 2008 by Cynthia A. Peters
37
VB Curriculums: The VB-MAPP
VB-MAPP Task Analysis and Skills Tracking System
Provides a further breakdown of the skills (the steps supporting the milestones)
Serves as a more complete and ongoing language and learning skills curriculum guide.
Over 1000 skills presented covering the 16 areas of the VB-MAPP.
New sequence of the verbal behavior curriculum
Copyright 2008 by Cynthia A. Peters
38
VB Curriculums: The VB-MAPP
VB-MAPP Transition Assessment
Contains 18 assessment areas Helps to identify if a child has acquired the skills necessary for learning in a less restrictive educational environment Comprised of several summary measures from other parts of the VB-MAPP Includes measures of the overall score on the VB-MAPP Skills Assessment, negative behaviors, group skills, social skills, independence, classroom routines, play skills, toileting, eating, spontaneity, reinforcer effectiveness, natural environment learning, generalization, rate of acquisition, retention, transfer skills, self-care, and safety.
Copyright 2008 by Cynthia A. Peters
39
VB Curriculums: The VB-MAPP
VB-MAPP Placement Guide and IEP Goals
Provides specific direction for each of the 170 milestones in the Skills Assessment
Specific suggestions for IEP goals
Helps the program designer balance out an intervention program, and ensure that all the relevant parts of the necessary intervention are included
Copyright 2008 by Cynthia A. Peters
40
Teaching Imitation Skills
Make it fun!
Use “Do this” followed by the behavior to be imitated
Reinforce correct responses or approximations
Shape responses with physical prompts if necessary
Fade prompts gradually until child is able to perform skill on his/her own
Make sure the reinforcers used cannot be obtained for “free” outside of learning sessions
Increase vocal imitation by pairing sounds with the delivery of fun reinforcement
Copyright 2008 by Cynthia A. Peters
41
Teaching the Mand
Start with the mand since it is the only verbal operant which benefits the learner
Mand training should be done in the natural environment (NET)
Teach mands when there is strong motivation for the item or activity – what are the child’s reinforcers right now?
Motivation can be either “captured” or “contrived”
Prompt the mand before the child gets frustrated
Approximations for mands are OK at first – they can be “shaped” later
If the learner is using sign or pictures to mand, always pair the vocal with the mand Copyright 2008 by Cynthia A. Peters
42
Teaching the Mand
Select mands/reinforcers that:
Have a short duration of contact (tickles, bubbles)
Are easy to remove from child (book, toy, video)
Can be consumed in small bites or sips in multiple instances
Are easily distinguishable (vocal, sign)
Avoid generic words such as “more” or “eat” which don’t give enough information
Copyright 2008 by Cynthia A. Peters
43
Teaching Receptive Language
The goal is to teach the child to respond to others
Initially, choose skills that are easy and can be immediately reinforced
Try not to call the child away from reinforcement s/he is already engaged in; rather, call the child to something that will be (even more) reinforcing
Prompt correct response before a mistake is made
Receptive commands can be taught through a transfer procedure from imitative behavior
When teaching touch/point to specific items, use a reinforcer as the item Copyright 2008 by Cynthia A. Peters
44
Teaching the Tact
Transfer from the Mand Child: <sees train and wants to play with it> “Train!” (Mand) Adult: “What is this?” Child: “Train.” (Tact) Adult: “Great job”
Transfer from the Echoic Adult: “Say shirt.” Child: “Shirt.” Adult: “What is this?” <pause> “Shirt” Child: “Shirt.” Adult: “What is this?” Child: “Shirt.” Copyright 2008 by Cynthia A. Peters
45
Teaching the Intraverbal
Focus on what interests the child; make it fun!
Can start with “fill in the blank” to a favorite song or nursery rhyme, leaving off the last word
Objective is to get child to fill in a phrase after hearing the first part
Targets for training should be derived from acquired echoics, mands and tacts
Copyright 2008 by Cynthia A. Peters
46
Good Teaching Principles for VB
Make learning FUN!
Teaching should be based on the learner’s motivation, not compliance. Reevaluate which conditions are motivating and what provides reinforcement constantly.
Teach what is meaningful and interesting to the learner.
Initially, focus on developing a large mand repertoire.
Work on skills which allow the learner to experience a high rate of success.
Use a mixture of all functional categories of language during teaching sessions.
Teach by feature, function and class in order to make intraverbal connections.
Copyright 2008 by Cynthia A. Peters
47
Good Teaching Techniques
Use errorless teaching techniques
Fade the use of prompts to avoid prompt dependency
Use pairing techniques to make a situation, person or activity reinforcing
Generalize skills immediately
Teach to fluency (response within 3 seconds)
Mix and vary teaching tasks
Instruction should be fast paced (Note: Does NOT mean you should speak quickly!)
Intersperse difficult tasks with easy ones to keep level of reinforcement high
Use transfer procedures to make learning easier Copyright 2008 by Cynthia A. Peters
48
Things to Remember
Try to capture or contrive motivational conditions as much as possible
Make each moment count as a “teachable moment”
If the child is having trouble learning, re-examine your teaching techniques and change YOUR behavior
Look for positive behaviors to reinforce – reward the positive and ignore the negative
Use differential reinforcement – the harder the task, the bigger the reinforcement
Keep learning FUN for both teacher and student! Copyright 2008 by Cynthia A. Peters
49
Resources Curriculum and Workshops ABLLS-R
www.BehaviorAnalysts.com
VB-MAPP www.MarkSundberg.com Internet Groups [email protected] [email protected] Other Workshops and Seminars www.DrCarbone.net www.ChristinaBurkABA.com
Copyright 2008 by Cynthia A. Peters
50
Cindy Peters Autism One Conference May, 2008
Who am I?
Parent of Kenny, diagnosed with severe autism at 27 months of age in 1995
Founder and former President and Executive Director of The Mariposa School for Children with Autism in Cary, NC
Copyright 2008 by Cynthia A. Peters
2
Turf wars: Educational vs. Biomedical treatment
There are many co-morbid conditions associated with autism
Each approach has the potential to improve the chances of success with the other
Data from educational therapies can help determine if biomedical treatments are effective
Biomedical interventions can help the child focus on education, rather than discomfort
Let’s look at the WHOLE child, and not worry about who gets the “credit” for success.
Copyright 2008 by Cynthia A. Peters
3
Origins of Verbal Behavior (VB) Approach
1957 - B.F. Skinner introduced concept in his book “Verbal Behavior”
1970’s - Dr. Jack Michael began teaching VB at Western Michigan University
1998 – Dr. Mark Sundberg and Dr. James Partington
“Teaching Language to Children with Autism or Other Developmental Disabilities”
“The Assessment of Basic Language and Learning Skills- (The ABLLS)” (The “ABLLS-R” was released by Dr. Partington in 2006)
Dr. Vincent Carbone, his associates and others created seminars, workshops and training videos which have been influential in the gain in popularity of VB programs Copyright 2008 by Cynthia A. Peters
4
Behavioral Definitions Antecedent -> Behavior -> Consequence
Antecedent: The event or condition which occurs directly before a behavior occurs
Stimulus/Demand (explicit/implicit)
Motivating condition
Behavior: An “action” which changes the environment in some way, either directly or indirectly. For example:
Directly – A hungry child gets a cookie to eat Indirectly – A hungry child asks someone else to get them a cookie
Consequence: The event or condition which occurs directly after the behavior occurs Copyright 2008 by Cynthia A. Peters
5
Skinner’s Analysis of Verbal Behavior (VB)
Language can be defined as a set of functionally independent categories, each of which has a different communicative purpose.
Language is a learned behavior, influenced by certain conditions in the environment.
Within these categories, there is a distinction between Speaker and Listener behaviors
A word is not “learned” until it can be used across all functional categories
Verbal behavior isn’t always vocal behavior
Copyright 2008 by Cynthia A. Peters
6
Language as a set of Functionally Independent Categories
Verbal Behavior (Actions of a Speaker)
Duplic
Motor Imitation (Signing)
Echoic (Repeating what is heard)
Mand (Requesting)
Tact (Labeling)
Intraverbal (Answering questions / Conversation)
Non-verbal Behavior (Actions of Listener/Responder)
Receptive (Following instructions of Speaker)
(Receptive by Feature, Function, Class) Copyright 2008 by Cynthia A. Peters
7
Speaker Behavior - The Duplic (Echoic and Motor Imitation)
It’s essential to have one of these in order for all functional categories of language to be taught
To use vocal language, the student must be able to echo sounds produced by another person
To use sign language, the student must be able to copy the motor movements of another person
However, the ability to “imitate” a word doesn’t necessarily mean that it will automatically transfer to other forms of verbal behavior
Copyright 2008 by Cynthia A. Peters
8
Augmentative Communication for Non-Vocal Learners
Providing the learner with a means to express him/herself reduces the likelihood of problem behaviors
If the learner is not yet vocal, an augmentative communication system should be chosen to allow expressive communication
Sign language
Picture Systems / Pointing
Voice Box or other device
Copyright 2008 by Cynthia A. Peters
9
Which Form of Augmentative Communication Should You Choose?
First and foremost, it depends on the learner
Consider which form will be easiest for the learner to acquire AND requires the least response effort
The goal is to be able to easily transition to vocal behavior – which form is the most likely to facilitate this?
Topography based VB (Signing, Talking) requires distinctive behavior for each response (e.g. signs for ball and cookie are made differently)
Selection based VB (Pictures, Voice Box) requires scanning an array of possibilities and using the same behavior for each response (e.g. pointing) Copyright 2008 by Cynthia A. Peters
10
Which Form of Augmentative Communication Should You Choose?
It should allow verbal behavior across all functional categories of language in case the Learner does NOT acquire vocal language Sign
Pictures
Mand
Yes
Yes
Tact
Yes
No (Match to Sample)
Intraverbal
Yes
No (Receptive by FFC)
It should be readily available (portable) to the Speaker
It should be possible to make quick responses to avoid frustration for both Speaker and Listener
Copyright 2008 by Cynthia A. Peters
11
How to Increase the Use of Language
Language is a learned behavior, influenced by certain conditions in the environment. We can increase the likelihood of this behavior occurring by:
Setting up motivational conditions to evoke it AND
Providing reinforcement after it occurs Antecedent -> Behavior -> Consequence Motivation -> Behavior -> Reinforcement Copyright 2008 by Cynthia A. Peters
12
Motivational Conditions (MO)
Factors/events which temporarily alter the value of other stimuli/events to act as reinforcers thereby increasing the likelihood of the behaviors to occur which have evoked these reinforcers in the past.
Relates to deprivation/satiation SITUATION: Child wants cookie which has been put out of reach Motivation:
Desire to have cookie
Behavior:
Child asks LISTENER for cookie
Reinforcement: LISTENER gives child the cookie Copyright 2008 by Cynthia A. Peters
13
What is Reinforcement?
Something that is valuable at this moment in time to the recipient
EITHER Specific to a motivating condition
Giving something which is desired (positive reinforcement)
Removing something that is aversive (negative reinforcement)
OR Social (Generalized reinforcement)
Primary/Tangible – Food, toys, books etc.
Approval – “Great job!” , “That’s right!”
Physical – Tickles, hugs, pats on the back, etc.
Emotional – Smiles, laughter etc. Copyright 2008 by Cynthia A. Peters
14
Speaker Behavior - The Mand
Controlled by motivation (state of deprivation) or the desire to remove an aversive condition
The only form of VB to directly benefit the Speaker
A request for something the Speaker wants (item, attention, activity, information etc.)
Usually the first form of VB to be learned since it is likely to produce immediate reinforcement
May take the form of maladaptive behaviors (aggression, SIB, etc.) instead of more appropriate forms Copyright 2008 by Cynthia A. Peters
15
Examples of Mands
A crying baby (seeking attention)
A speaker saying “Cookie” when hungry (requesting when in state of deprivation)
A speaker saying “Stop!” when being tickled (requesting the removal of something)
“(I want to) swing.” (requesting a desired activity)
“Where are my shoes?” (requesting information) Copyright 2008 by Cynthia A. Peters
16
Speaker Behavior - The Tact
Controlled by nonverbal environment (stimuli), such as visual, auditory, sensory etc.
Labeling something (objects, people, actions, events etc.), or a property of something, that is present. (Nouns, pronouns, adjectives, prepositions, adverbs)
Reinforced through social reinforcement
Not readily acquired if learner does not respond to social reinforcement
The ability to tact something does not automatically transfer to the ability to mand for the same thing, or understand it’s “meaning” Copyright 2008 by Cynthia A. Peters
17
Examples of Tacts Non-verbal Stimulus
Response
Child sees a cat
“(It’s a) cat.”
Child has been running in the heat
“(I feel) hot!”
Child’s mother enters the room
“(I see) Mommy.”
A fire truck drives past
A movie starts in the theater
“(It’s too) loud.”
Pizza is brought into the house
“(I smell) pizza.”
A child is crying
“(It’s) red.”
“(She’s) sad.”
Copyright 2008 by Cynthia A. Peters
18
Speaker Behavior -The Intraverbal
Controlled by somebody else’s verbal behavior
Reinforced through social reinforcement
Answering “Wh” questions or responding to something said by another person about something (objects, people, actions, events etc.), or a property of something, that is not present. A conversational exchange.
“Fill in” responses are also frequently used.
Conversational repertoire which has no point to point correspondence with the stimulus
Copyright 2008 by Cynthia A. Peters
19
Examples of Intraverbals Verbal Stimulus
Response
“An animal that says meow is a …”
“How do you feel?”
“(I’m) hot!”
“Who do you love?”
“Mommy.”
“What color is a fire truck?”
“(It’s) red.”
“What’s the matter?”
“(It’s too) loud.”
“Something that smells yummy is a …”
“Why is she crying?“
Copyright 2008 by Cynthia A. Peters
“cat.”
“pizza.” “(She’s) sad.”
20
Listener Behavior – Receptive Language
Controlled by somebody else’s verbal behavior
Reinforced through social reinforcement
Complying with or responding to the requests (mands) of others. Identifying an object by pointing, touching, giving, etc.
Copyright 2008 by Cynthia A. Peters
21
Examples of Receptive Language Verbal Stimulus
Response
“Do this!” (touches nose)
Touches nose
“Go get your coat.”
Gets coat
“Show me the cat.”
Points to cat
“Kick the ball.”
Kicks ball
“Give me the red block.” Speaker Copyright 2008 by Cynthia A. Peters
Gives block to
22
Feature, Function and Class
Controlled by somebody else’s verbal behavior
Reinforced through social reinforcement
Associations or “intraverbal connections” between words.
Responses can be receptive, tact, or intraverbal
Copyright 2008 by Cynthia A. Peters
23
Examples of Feature, Function and Class (Items present)
Speaker: “Show me something that has chocolate chips.” Student:
(points to cookie) (Receptive by Feature)
Speaker: “ Which one is a food?” Student: (points to cookie) “ Cookie.” (Tact by Class)
(No items present)
Speaker: “Something you can eat is a ______” Student: “Cookie.” (Intraverbal fill-in by Function)
Speaker: “What tastes sweet?” Student: “Cookie.” (Intraverbal by Feature)
Copyright 2008 by Cynthia A. Peters
24
VB Curriculums: The ABLLS-R
“The Assessment of Basic Language and Learning Skills (The ABLLS™)” (Partington and Sundberg -1998)
Revised by Dr. Partington in 2006 to ABLLS-R
An assessment tool, curriculum guide and skill tracking system
Task analysis of learning skills divided into 25 categories; each category consists of multiple goals; within each goal, 1 – 4 steps to mastery
ABLLS-R Protocol
Basic Learner Skills
(Sections A – P)
Academic Skills
(Sections Q – T)
Self-Help Skills
(Sections U – X)
Motor Skills
(Sections Y – Z) Copyright 2008 by Cynthia A. Peters
25
VB Curriculums: The ABLLS-R
Basic Learner Skills
A. Cooperation and Reinforcer Effectiveness
B. Visual Performance
C. Receptive Language
D. Imitation
E. Vocal Imitation
F. Requests (Mands)
G. Labeling (Tacts)
H. Intraverbals
I. Spontaneous Vocalizations
Copyright 2008 by Cynthia A. Peters
26
VB Curriculums: The ABLLS-R
Basic Learner Skills (continued)
J. Syntax and Grammar
K. Play and Leisure
L. Social Interaction
M. Group Instruction
N. Follow Classroom Routines
P. Generalized Responding
Copyright 2008 by Cynthia A. Peters
27
VB Curriculums: The ABLLS-R
Academic Skills Assessment
Q. Reading Skills
R. Math Skills
S. Writing Skills
T. Spelling
Self Help Skills
U. Dressing Skills
V. Eating Skills
W. Grooming
X. Toileting Skills Copyright 2008 by Cynthia A. Peters
28
VB Curriculums: The ABLLS-R
Motor Skills Assessment
Y. Gross Motor Skills
Z. Fine Motor Skills
Copyright 2008 by Cynthia A. Peters
29
The ABLLS-R
Copyright 2008 by Cynthia A. Peters
30
The ABLLS-R
Copyright 2008 by Cynthia A. Peters
31
The ABLLS-R
Copyright 2008 by Cynthia A. Peters
32
VB Curriculums: The VB-MAPP
“The Verbal Behavior Milestones Assessment and Placement Program: The VB-MAPP” (Sundberg, 2008)
Currently being field tested – to be released Summer,2008
An assessment tool, curriculum guide and skill tracking system
5 Components
VB-MAPP Skills Assessment
VB-MAPP Barriers Assessment
VB-MAPP Task Analysis and Skills Tracking System
VB-MAPP Transition Assessment
VB-MAPP Placement Guide and IEP Goals
Copyright 2008 by Cynthia A. Peters
33
VB Curriculums: The VB-MAPP
VB-MAPP Skills Assessment - 170 milestones balanced across the verbal operants and 3 developmental levels (0-18 months, 18-30 months, and 30-48 months).
Mand
Tact
Echoic
Intraverbal
Listener
Motor Imitation
Independent Play Copyright 2008 by Cynthia A. Peters
34
VB Curriculums: The VB-MAPP
VB-MAPP Skills Assessment (continued)
Social and Social Play
Visual Perceptual and Matching-to-Sample
Linguistic Structure
Group and Classroom Skills
Early Academics
Copyright 2008 by Cynthia A. Peters
35
VB Curriculums: The VB-MAPP
VB-MAPP Barriers Assessment - An assessment of 22 common language and learning barriers
Instructional Control
Behavior Problems
Defective Imitation, Mands, Tacts, Echoic, Intraverbal
Defective Matching-to-Sample
Defective Listener skills
Prompt Dependency
Defective Generalization
Scrolling
Defective Scanning Copyright 2008 by Cynthia A. Peters
36
VB Curriculums: The VB-MAPP
VB-MAPP Barriers Assessment (continued)
Defective Conditional Discriminations
Weak Motivators
Response Requirement Weakening the Motivators
Self-stimulation
Defective Articulation
Obsessive Compulsive Behavior
Reinforcer Dependency
Defective Attending
Defective Social Skills Copyright 2008 by Cynthia A. Peters
37
VB Curriculums: The VB-MAPP
VB-MAPP Task Analysis and Skills Tracking System
Provides a further breakdown of the skills (the steps supporting the milestones)
Serves as a more complete and ongoing language and learning skills curriculum guide.
Over 1000 skills presented covering the 16 areas of the VB-MAPP.
New sequence of the verbal behavior curriculum
Copyright 2008 by Cynthia A. Peters
38
VB Curriculums: The VB-MAPP
VB-MAPP Transition Assessment
Contains 18 assessment areas Helps to identify if a child has acquired the skills necessary for learning in a less restrictive educational environment Comprised of several summary measures from other parts of the VB-MAPP Includes measures of the overall score on the VB-MAPP Skills Assessment, negative behaviors, group skills, social skills, independence, classroom routines, play skills, toileting, eating, spontaneity, reinforcer effectiveness, natural environment learning, generalization, rate of acquisition, retention, transfer skills, self-care, and safety.
Copyright 2008 by Cynthia A. Peters
39
VB Curriculums: The VB-MAPP
VB-MAPP Placement Guide and IEP Goals
Provides specific direction for each of the 170 milestones in the Skills Assessment
Specific suggestions for IEP goals
Helps the program designer balance out an intervention program, and ensure that all the relevant parts of the necessary intervention are included
Copyright 2008 by Cynthia A. Peters
40
Teaching Imitation Skills
Make it fun!
Use “Do this” followed by the behavior to be imitated
Reinforce correct responses or approximations
Shape responses with physical prompts if necessary
Fade prompts gradually until child is able to perform skill on his/her own
Make sure the reinforcers used cannot be obtained for “free” outside of learning sessions
Increase vocal imitation by pairing sounds with the delivery of fun reinforcement
Copyright 2008 by Cynthia A. Peters
41
Teaching the Mand
Start with the mand since it is the only verbal operant which benefits the learner
Mand training should be done in the natural environment (NET)
Teach mands when there is strong motivation for the item or activity – what are the child’s reinforcers right now?
Motivation can be either “captured” or “contrived”
Prompt the mand before the child gets frustrated
Approximations for mands are OK at first – they can be “shaped” later
If the learner is using sign or pictures to mand, always pair the vocal with the mand Copyright 2008 by Cynthia A. Peters
42
Teaching the Mand
Select mands/reinforcers that:
Have a short duration of contact (tickles, bubbles)
Are easy to remove from child (book, toy, video)
Can be consumed in small bites or sips in multiple instances
Are easily distinguishable (vocal, sign)
Avoid generic words such as “more” or “eat” which don’t give enough information
Copyright 2008 by Cynthia A. Peters
43
Teaching Receptive Language
The goal is to teach the child to respond to others
Initially, choose skills that are easy and can be immediately reinforced
Try not to call the child away from reinforcement s/he is already engaged in; rather, call the child to something that will be (even more) reinforcing
Prompt correct response before a mistake is made
Receptive commands can be taught through a transfer procedure from imitative behavior
When teaching touch/point to specific items, use a reinforcer as the item Copyright 2008 by Cynthia A. Peters
44
Teaching the Tact
Transfer from the Mand Child: <sees train and wants to play with it> “Train!” (Mand) Adult:
Transfer from the Echoic Adult:
45
Teaching the Intraverbal
Focus on what interests the child; make it fun!
Can start with “fill in the blank” to a favorite song or nursery rhyme, leaving off the last word
Objective is to get child to fill in a phrase after hearing the first part
Targets for training should be derived from acquired echoics, mands and tacts
Copyright 2008 by Cynthia A. Peters
46
Good Teaching Principles for VB
Make learning FUN!
Teaching should be based on the learner’s motivation, not compliance. Reevaluate which conditions are motivating and what provides reinforcement constantly.
Teach what is meaningful and interesting to the learner.
Initially, focus on developing a large mand repertoire.
Work on skills which allow the learner to experience a high rate of success.
Use a mixture of all functional categories of language during teaching sessions.
Teach by feature, function and class in order to make intraverbal connections.
Copyright 2008 by Cynthia A. Peters
47
Good Teaching Techniques
Use errorless teaching techniques
Fade the use of prompts to avoid prompt dependency
Use pairing techniques to make a situation, person or activity reinforcing
Generalize skills immediately
Teach to fluency (response within 3 seconds)
Mix and vary teaching tasks
Instruction should be fast paced (Note: Does NOT mean you should speak quickly!)
Intersperse difficult tasks with easy ones to keep level of reinforcement high
Use transfer procedures to make learning easier Copyright 2008 by Cynthia A. Peters
48
Things to Remember
Try to capture or contrive motivational conditions as much as possible
Make each moment count as a “teachable moment”
If the child is having trouble learning, re-examine your teaching techniques and change YOUR behavior
Look for positive behaviors to reinforce – reward the positive and ignore the negative
Use differential reinforcement – the harder the task, the bigger the reinforcement
Keep learning FUN for both teacher and student! Copyright 2008 by Cynthia A. Peters
49
Resources Curriculum and Workshops ABLLS-R
www.BehaviorAnalysts.com
VB-MAPP www.MarkSundberg.com Internet Groups [email protected] [email protected] Other Workshops and Seminars www.DrCarbone.net www.ChristinaBurkABA.com
Copyright 2008 by Cynthia A. Peters
50
Related Documents
Dictionary For Many Verbal Communication
May 2020 7
Verbal And Non-verbal Communication
May 2020 13
More Documents from "autismone"
Philip Shabecoff And Alice Shabecoff
May 2020 0
Mercury, Science And Politics
May 2020 0
