Advanced Verbal Behavior Principles and
Approaches for Developing Language in
Children with Autism
December 9, 2005
Workshop Materials
Table of Contents
Verbal Operants Chart................................................................................................. Page 3
Reinforcer Checklist.................................................................................................... Page 4
The Behavioral Language Assessment Form.............................................................. Page 8
Language Acquisition Barriers ................................................................................. Page 11
Pairing Data Sheet..................................................................................................... Page 14
Advanced Manding ................................................................................................... Page 15
Intraverbals................................................................................................................ Page 16
Yes/No Manding Protocol......................................................................................... Page 20
2
Verbal Operant
Antecedent
Behavior
Reinforcement
(Function)
Mand
(Establishing
Operation)
"cookie"
Verbal
Direct
Reinforcement
(Child gets cookie)
Tact
Object
"cookie"
Verbal
correspondence
Social
Reinforcement
Intraverbal
Verbal stimulus
("what do you eat?)
"cookie"
Verbal
Social
Reinforcement
Echoic
Verbal stimulus
("Cookie")
"cookie"
Verbal
Exact
correspondence
Social Reinforcement
Receptive
Verbal stimulus
("Touch cookie"
Touches cookie
Non-verbal response
Social
Reinforcement
3
REINFORCER CHECKLIST
NAME: _________________________________
DATE: ____________________________
EDIBLE REINFORCERS:
Candy:
1. M&M’s
2. jelly beans
3. licorice
4. candy cane
5. gum
6. Smarties
7. lollipops
8. chocolate
9. candy kisses
10. _________
Cereals:
11. Cheerios
12. Cookie Crisps
13. Fruit Loops
14. Trix
15. __________
Fruit:
16. raisins
17. apples
18. oranges
19. bananas
20. __________
Liquid:
21. milk
22. choc. milk
23. juice
24. soda pop
25. lemonade
26. __________
Frozen:
27. Popsicle
28. ice cream
29. M & M’s
30. __________
Soft:
31. pudding
32. Jell-o
33. yogurt
34. marshmallow
35. cheese
YES
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NO
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AGE: ________
36. cottage cheese
37. peanut butter
38. jam/jelly
39. ice cream toppings
40. ________________
YES
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NO
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41. cake
42. cup cakes
43. doughnuts
44. crackers
45. frosting
46. corn chips
47. cheese balls
48. Doritos
49. cookies
50. popcorn
51. Animal Crackers
52. Cracker Jacks
53. raw veggies
54. ________________
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Others:
MATERIAL REINFORCERS
1. stopwatch
2. hand cream
3. silly putty
4. bubbles
5. combs
6. ChapStick
7. Play Doh
8. stickers
9. perfume
10. toy instruments
11. boats to make
12. cars to make
13. puzzles
14. bubble gum
15. straws
16. powder
17. nail polish
18. beads
4
MATERIAL REINFORCERS (cont)
19. stamps and stickers
20. masks
21. paper/crayons
22. fans
23. balloons
24. badges
25. bean bags
26. hats
27. mirrors
28. toy games
29. books
30. coloring books
31. whistles
32. blocks
33. paint brushes
34. crown
35. colored chalk
36. ___________
SOCIAL REINFORCERS
1. grab hands/wiggle arms
2. blowing (i.e. face)
3. squeeze above knees
4. hugging
5. shaking hands
6. twitching noses
7. kisses
8. tickling
9. winking
10. give me (5-10)
11. pinching cheeks
12. rubbing noses
13. bumble bee fingers
14. smiling
15. duck noises
16. playing with lips
17. patting
18. praising
19. wiggling ears
20. back scratch
21. belly rub
22. nodding
23. __________________
OTHER REINFORCERS
YES
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1. rocking
2. brushing hair
(own or others)
3. clapping hands
4. carry upside down
5. airplane rides
6. drawing pictures
7. run outside
8. hide and seek
9. piggyback rides
10. chase
11. paper and crayons
12. finger plays
13. peek-a-boo
14. sing songs
15. imitating kids
16. blowing whistles
17. New Years snakes
18. sprinkle glitter
19. tickles w/ other objects
20. musical instruments
21. flashlights
22. shoulder rides
23. run in the gym
24. water play
25. puppets
26. flushing the toilet
27. sand/dirt play
28. trampoline
29. dancing
30. running on ramp
31. free time in the gym
32. sitting on shelf
33. bringing toy from home
34. turning lights off/on
35. pouring liquids
back and forth
36. rolling ball on ramp
37. playing in front of mirror
38. spreading peanut butter
39. pushing walker/cart
40. TV watching (videotape)
41. story on teacher’s lap
42. squeeze toothpaste
43. playing with watch
YES NO
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5
44. games
45. being the teacher
46. talking on the phone
47. markers and pens
48. draw on chalkboard
49. lunch/snack helper
50. pushing cart
51. pulling wagon
52. field trip
53. twirling in the air
54. hanging pictures
55. mom come to class
56. mom leave class
57. blanket over head
58. take their picture
59. throw things in trash
60. helping cook
61. roll down hill
62. teacher make dough
63. paint w/ cotton balls
64. climb on tractor
65. teacher’s helper
66. make picture
w/ popcorn
w/ noodles
w/ string
67. have therapist whistle
68. running errands
69. climbing in boxes
70. pushing stapler
71. playing with jewelry
72. dressing up
73. drink out of pop bottle
74. sliding/jumping on mats
75. time alone to stim
76. Simon says
77. playing with money
78. climbing
79. rocking a boat
80. cutting pictures
81. playing with glue
82. tour of school
83. treasure hunt
84. playing with cards
85. crawling under table
86. looking at pictures
87. riding bicycle
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88. basketball games
89. finger paint
w/ pudding
w/ soap
w/ paint
90. blowing in bottles
91. pulling toilet paper/
towel out of holder
92. racing
93. different seat on bus
94. front seat on bus
95. wagon rides
96. thrown in the air
97. raiding refrigerator
98. pushing copier button
99. watering plants
100. feeding the fish
101. watching cars go by
and waving
102. watching fire engines
103. walk on balance beam
104. going for walks
105. making Kool-Aid
106. wiping off tables
107. taking trash out
108. icing cupcakes
109. spraying bottles
110. watching popcorn pop
111. machines
112. opening refrigerator
113. carrying the ball
114. tape, tear, put on
115. opening/closing window
116. playing with tools
117. birthday parties
118. helping with other kids
119. play with timer beads
120. pushing buttons
121. play with other kids
122. play with zippers and
pockets
123. walk with feet on top of
of therapist’s feet
124. blow bubbles with straw
125. walking with stilts
126. swimming
127. listening to watches
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6
128. listen to tape recorder
129. have a shadow show
130. play with computer
131. stringing beads
132. turn water off/on
133. sunshine and shadows
134. hinges
135. smelling spices
136. __________________
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PROCESSES REINFORCERS
1. fishing game
2. train delivery
3. bean bag throw
4. dart board
5. grab bag
6. surprise box
7. spinner
8. reinforcers hidden
between worksheets
9. random timer bell
10. __________________
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7
The Behavioral Language Assessment Form
Score
Cooperation
Request
(Mand)
Motor Imitation
Vocal Play
Vocal Imitation
(Echoic)
Match to
Sample
Receptive
Labeling (Tact)
Receptive by
FFC
Conversation
(Intraverbal)
Letters &
Numbers
Social
Interaction
5
4
3
2
1
For the following questions, indicate the level of performance that best describes the learner’s typical level of performance.
1.
COOPERATION WITH ADULTS _____ (enter score)
How easy is it to work with the child?
1.
2.
3.
4.
5.
2.
Always uncooperative, avoids work, engages in negative behavior
Will do only one brief and easy response for a powerful behavior
Will give 5 responses without disruptive behavior
Will work for 5 minutes without disruptive behavior
Works well for 10 minutes at a table without disruptive behavior
REQUESTS (Mands) ______
How does the learner let his needs and wants to be known?
1.
2.
3.
4.
5.
3.
Cannot ask for reinforcers; or engages in negative behavior
Pulls people, points, or stands by reinforcing items
Uses 1-5 words, signs, or pictures to ask for reinforcers
Uses 5-10 words, signs or pictures to ask for reinforcers
Frequently requests using 10 or more words, signs, or pictures
MOTOR IMITATION ______
Does the learner copy actions?
1.
2.
3.
4.
5.
4.
Cannot imitate anybody’s motor movements
Imitates a few gross motor movements modeled by others
Imitates several gross motor movements on request
Imitates several fine and gross motor movements on request
Easily imitates any fine or gross movements, often spontaneously
VOCAL PLAY ______
Does the learner spontaneously say sounds and words?
1.
2.
3.
4.
5.
5.
Does not make any sounds (mute)
Makes a few speech sounds at a low rate
Vocalizes many speech sounds varied intonations
Vocalizes frequently with varied intonation and says a few words
Vocalizes frequently and says many clearly understandable words
VOCAL IMITATION (Echoic) ______
Will the learner repeat sounds or words?
1.
2.
Does not make any sounds (mute)
Makes a few speech sounds at a low rate
8
3.
4.
5.
6.
Vocalized many speech sounds with varied intonations
Vocalizes frequently with varied intonation and says a few words
Vocalizes frequently and says many clearly understandable words
MATCHING-TO-SAMPLE
Will the learner match objects, pictures, and designs to presented samples?
1.
2.
3.
4.
5.
7.
Cannot match any objects or pictures to a sample
Can match 1 or 2 objects or pictures to a sample
Can match 5-10 objects or pictures to a sample
Can match 5-10 colors, shapes, or designs to a sample
Can match most items and match 2 to 5 block designs
RECEPTIVE ______
Does the learner understand any words or follow directions?
1.
2.
3.
4.
5.
8.
Cannot understand any words
Will follow a few instructions related to daily routines
Will follow a few instructions to do actions or touch items
Can follow many instructions and point to at least 25 items
Can point to at least 100 items, actions, persons, adjectives
LABELING (Tacts) ______
Does the learner label or verbally identify any items or actions?
1.
2.
3.
4.
5.
9.
Cannot identify any items or actions
Identifies only 10 to 5 items or actions
Identifies 6 to 15 items or actions
Identifies 16 – 50 items or actions
Identifies over 100 items or actions and emits short sentences
RECEPTIVE BY FUNCTION, FEATURE, AND CLASS ______
Does the learner identify items when given information about those items?
1.
2.
3.
4.
5.
Cannot identify items based on information about them
Will identify a few items given synonyms or common functions
Will identify 10 items given 1 of 3 functions or features
Will identify 25 items given 4 functions, features, or classes
Will identify 100 items given 5 functions, features, or classes
10. CONVERSATIONAL SKILLS (Intraverbals) ______
Can the learner fill-in missing words or answer questions?
1.
2.
3.
4.
5.
Cannot fill-in missing words or parts of songs
Can fill-in a few missing words or provide animal sounds
Can fill-in 10 non-reinforcing phrases or answer at least 10 simple questions
Can fill-in 20 phrases or can answer 20 questions with variation
Can answer at least 30 questions with variation
11. LETTERS AND NUMBERS ______
Does the learner know any letters, numbers, or written words?
1.
2.
3.
Cannot identify an letters, numbers, or written words
Can identify at least 3 letters or numbers
Can identify at least 15 letters or number
9
4.
5.
Can read at least 5 words and identify 5 numbers
Can read at least 25 words and identify 10 numbers
12. Does the learner initiate and sustain interactions with others?
1.
2.
3.
4.
Does not initiate interactions with others
Physically approaches others to initiate an interaction
Readily asks adults for reinforcers
Verbally interacts with peers and prompts
5. Regularly initiates and sustains verbal interactions with peers
10
Language Acquisition Barriers
Quick Assessment- Part II
Adapted from Mark Sundberg, Ph.D.
Mild
Problem
Moderate
Problem
Severe
Problem
Defective Mand
1
2
3
4
5
Scrolling Responses
1
2
3
4
5
Prompt Dependent
1
2
3
4
5
Escape/Avoidance Behaviors
1
2
3
4
5
Rote Responding
1
2
3
4
5
Instructional Control
1
2
3
4
5
Echolalia
1
2
3
4
5
Self-Stimulation
1
2
3
4
5
Obsessive-Compulsive Behavior
1
2
3
4
5
Response Requirements
Weakens Motivation
1
2
3
4
5
Reinforcement Dependent
1
2
3
4
5
Does Not Attend to People
1
2
3
4
5
Does Not Attend to Material
1
2
3
4
5
Negative Behaviors
1
2
3
4
5
Lack of Spontaneous Language
1
2
3
4
5
SCORE: _______
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Definitions of Terms:
Defective Mand-The learner has inappropriate behaviors related to requesting items
or activities. (i.e. negative behaviors serve as mands such as grabbing or screaming,
they have access to free reinforcers at all times so they don’t HAVE to request, the
response requirement may be too difficult related to the item, etc.)
Scrolling-The learner goes through a variety of signs or vocalizations to request an
item/activity. Example: A learner may chain together the signs for “candy”, “cookie”,
“ball”, “milk” until they get the item they are wanting. They aren’t sure which sign is
correct, so they go through several until they are reinforced.
Prompt Dependent-The learner will wait until someone prompts (gestural, physical or
verbal) them to request for all requests (i.e. they are dependent on a prompt to
request—e.g. “What do you want?” or physical prompt
Escape/Avoidance-The learner tries to get away from you/the table/the materials at
all costs.
Instructional Control-Your behaviors as a teacher do not “control” the learner’s
behaviors (i.e. they do not WANT to learn from you).
Echolalia-Inappropriately repeating what is said spontaneously rather than responding
correctly. Example: The teacher says to the learner, “What’s your name?” and the
learner responds “What’s your name?” instead of answering “Justin”.
Self-Stimulation-The learner’s self-stimulatory behaviors interfere with their
learning.
Obsessive-Compulsive Behaviors-Learner cannot take their focus off of one particular
item (i.e. Thomas the train or wheels on a car), which interferes with their learning.
NOTE: This needs to be looked at as a possible escape behavior.
12
Response Requirements Weakens Motivation-The work you are asking the learner is
too difficult in relation to the reinforcement. Example: Requiring the student to talk
in a complete sentence to request an item (i.e. “Say, I want to eat a piece of candy”)
when they can barely say the one word of the item (“candy”).
Reinforcement Dependent-The learner will ONLY respond when they know that they
will be given a reinforcer immediately after it.
Does Not Attend to People-Look at approach behavior of a learner to measure they
are attending to people.
Does Not Attend to Materials-Look at whether a child picks up or manipulates the
materials presented to him/her.
Negative Behaviors- Other behaviors that interfere with the learner’s language
acquisition such as hitting, running away (elopement), spitting, etc.
Lack of Spontaneous Language- The learner does not spontaneously and independently
use language while in their natural environment.
13
PAIRING DATA SHEET
Learner: _____________________
Instructor: _________________Date: __________
Instructions: Cross off a numeral each time a reinforcer is delivered. Describe the behavior of the learner during the
pairing session, e.g. approaches, looks at instructor, moves away when instructor approaches, will not accept items, etc.
SESSION 1
1
2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75
76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100
Activity
Describe Reinforcement
Behaviors
Comments:
14
Advanced Manding – Mands for Information
-Teach these ONLY after F1 to F12 are complete in your ABLLS grid.
-Manding with carrier phrases should be very strong (but do not teach carrier phrases)
Teach in the sequence below:
F14 Where
F 15 Who/Whose
F16 Which
F17 When
F13 What
F18 How
F20 Why
Adapted from Workshop 4, Conducted by Holly Kibbe, BCaBA and Cherish Richards, BCaBA
15
Intraverbals
H-1,2,6 Fill in songs, fun activities and common activities
-Teach these in the NET
-mix up what you are leaving blank as the children master them
H-3 Signs
-Teach both in NET and ITT for children learning sign language only
-teach this right after the mand is mastered
H-4 Animal sounds
-Teach both in NET when EO is present, and ITT
H-5 Personal Information
H-7, H-10, H-12 Intraverbal Feature, Function and Class (IFFC’s)
-Teach this skill only using mastered tacts that are very strong
-Teach this skill using a TFFC to IFFC transfer procedure
-Choose two features, two functions and a class for each item if applicable (set these as your “carrier
phrases”)
-Choose carrier phrases that contain words commonly heard in the child’s environment
-With some children, you will teach one carrier phrase at a time, with others you will teach many
phrases at one time.
-With some children, you will use a fill in the blank to a “wh” question. Ex.
“Something you…is a …” then transfer to a “wh”; “What do you…?”
-Do not ask all of the questions about an item consecutively.
-Be sure to mix and vary easy skills when teaching this objective
-If they respond correctly but not with the name you were looking for, do not implement the error
correction procedure.
H-8, H-9, H-11 Intraverbal Feature, Function and Class Reversals
-Typically teach these after many mastered IFFC phrases
-Teach these using mastered IFFC phrases- no picture prompt (non-verbal stimulus) is necessary to
teach this skill
-Use echoic to intraverbal transfer procedure
-i.e. “What do you cut with…scissors” ---- “Scissors are something you…cut with”
Adapted from Workshop 4, Conducted by Holly Kibbe, BCaBA and Cherish Richards, BCaBA
16
H-13 Categories
-Teach this skill with very strong and articulate tacts
-Teach this skill using backward chaining
-Keep the cards in the same order (number the back of cards if necessary)
-Do not mass trial this skill
-4-5 answers in a category only
Teach: Have 3 pictures out and say “Tell me some animals…pig, cat, bird (pictures).
Each time turn one picture over and give the same Sd until all pictures are turned over. Keep the
pictures in the same order.
H-14 Category Reversals
-Teach this skill using mastered intraverbal categories (H13)
H15 Opposites
-Teach this skill using mastered tacts of attributes
Intraverbal Stories
-Only teach using mastered IFFC phrases (no picture present)
-May need to start by requiring only a few fill in responses for each story
-Don’t script these stories
-Can use some mastered pictures to prompt your self to start the story.
Practice teaching intraverbals!
Specifically…H13 Categories, H7, 10, 12 and H8, 9, 11 IFFC’s and reversals, H15 opposites, H3
Intraverbal signs and intraverbal stories.
Adapted from Workshop 4, Conducted by Holly Kibbe, BCaBA and Cherish Richards, BCaBA
17
Notes on NET
H-16, 17, 19, 20-23 Answering WH questions in the context of an MO
-H16 and higher are skills to be taught in the NET
H-18 & H-32 Recalling past events
H25 Describe steps in a sequence
H26 State activity when told steps in the sequence
H-28 Intraverbal Yes/No
Adapted from Workshop 4, Conducted by Holly Kibbe, BCaBA and Cherish Richards, BCaBA
18
Correlating ABLLS Goals
G2
C23 Objects
G4
C24 Pictures
G5
C33 Actions
G6
C34 Pictures of actions
G9
C17 Body Parts
G11
C40 Attributes
G12-14, C20-22, H7, 10 & 12 FFC
G27 C36 Community Helpers
G28 C39 Sounds
G30 C47 Prepositions
G32 before C48 Pronouns
G15-16, H8&11 Reversals
R16 and R18, C46
Adapted from Workshop 4, Conducted by Holly Kibbe, BCaBA and Cherish Richards, BCaBA
19
Yes/No Manding Protocol -- F9 on the ABLLS
Developed by Mary Barbera, RN, MSN, BCBA
PA Verbal Behavior Project
Yes/No Manding is an important skill
Example:
Do you want a cookie? “Yes”
Do you want pudding? “No”
This is a very different skill then yes/no tacting (Is this a bed?) or yes/no intraverbals (Does a cow say quack?)
Because of the motivative operation (MO) issues, Yes/No manding should be taught prior to yes/no tacting or
yes/no intraverbals.
Start Yes/No manding only when F1-F6 on the Assessment of Basic Language and Learning Skills (The
ABLLS) is solid. Encouraging the use of yes/no manding prior to this will most likely reduce the use of
spontaneous mands and could lead to defective manding..
Choose 2-3 items that the student loves (and can already spontaneously mand for out of sight and can tact)
and 2-3 things the child dislikes (but can tact). Use these 4-6 items for all beginning yes/no mand sessions.
Make sure child really wants or does not want the item by testing for MO (Offer item to child, see if he reaches
or pushes away) periodically throughout the session. Do not use items that the child likes at times but refuses
at other times. When in doubt, assume the Yes items are going to be Yes and the No items will be No so you
can fully prompt before an error.
Limit yes/no mand sessions to one 10-20 minute session/day. (Do not focus on yes/no mands outside of this
session or you may notice a decrease in the student’s spontaneous manding).
Continue to require regular spontaneous mands at all other times and do not prompt yes/no mands outside of
the yes/no mand sessions.
Fully prompt and transfer at least one yes and one no per minute during yes/no mand sessions..
Do you want a cookie…
Do you want applesauce
Prompt “Yes” as you nod your head.
Child echoes “yes”
Do you want a cookie?…fade prompt to gestural or partial echoic if
possible Fade prompt completely when possible.
Prompt “No” as you shake head no
Child echoes “no” as he pushes it away
Do you want applesauce…fade prompt level or prompt, if possible
If the child echoes “pretzel yes” or “juice no,” re-present the SD and get the child to echo just yes or no. If
necessary in the beginning, you can replace the label of the item with “Do you want this?” since the child will
be less likely to echo “this, yes.” However, replace the item name as quickly as possible because you will
need to use the item name as you fade the item out of sight.
20
Hold item close to student out of the bag. Tangibles such as applesauce should be on a spoon, juice should
be poured, and one chip should be out of the bag held in front of the child when the SD is presented.
Alternate randomly between yes and no
3 no’s, 2 yes’s
Count spontaneous versus prompted yes/no mands during the session.
Once spontaneous mands are at least 2/minute during mand sessions and prompted mands are less then
1/minute, start to fade these 4-6 items out of sight by putting things in closed bags, in cabinets, etc. Also, you
may begin introducing other preferred and non-preferred foods in sight then fade them out of sight during mand
sessions.
Once spontaneous yes/no mands are very strong within mand sessions (with very few prompts needed), stop
yes/no manding sessions and begin counting yes/no mands throughout the day or during a NET session.
Make sure to continue to encourage spontaneous manding and occasionally throw in yes/no mands.
Teach everyone in the home and school setting that if you ask the child “Do you want _______?”, the answer
needs to be yes or no. The child will fall back to echoing the item name if he is reinforced intermittently by
some people in the environment.
If yes or no become weak, do yes/no mand sessions to bring the skill back and make sure everyone is aware
of how to prompt this skill and the correct procedure for error correction and transfer trials is being followed.
Throughout the entire process continue to monitor frequency of mands for specific items, actions, etc. If a
drastic drop in rate of mands for specific items occurs, consider increasing rate of mand trials for specific items
or if the drop is very significant, placing yes/no procedure on hold.
21
Advanced Verbal Behavior
Principles and Approaches for
Developing Language in Children
with Autism-Teleconference
December 9, 2005
Debra Namey, MS, CCC-SLP
Anne Katona, M.Ed., BCBA
Educational Consultants
Pennsylvania Training and Technical Assistance Network
6340 Flank Drive, Suite 600
Harrisburg, PA 17112-2764
800-360-7282 www.pattan.net
Learner Outcomes
Participants will be able to:
Identify and describe strategies to
teach advanced requesting skills.
Identify and describe strategies to
teach advanced conversational skills
(Intraverbals).
Implement advanced language
development procedures using
reinforcement of those skills.
Principles of Applied Behavior Analysis as the Foundation of Verbal Behavior
Advanced Verbal Behavior Principles,
December 05
1
ABA Myths
ABA involves punishment techniques and
aversive controls.
ABA is for animal trainers.
ABA is dangerous because it can eventually
lead to a population of children susceptible
to mind control.
ABA is inhumane because it takes away
from the individual's freedom of choice.
ABA Myths (cont’d)
ABA is token reinforcement.
ABA is M&M’s and Tootsie rolls.
ABA is when you ignore all student
misbehavior and only reward good behavior.
ABA is equivalent to bribery.
ABA reinforcement programs undermine
intrinsic motivation.
Three aspects of applied behavior
analysis
1) Procedures (Behavior Modification)
2) Analysis (Principles of Behavior)
3. Experimental control (Data)
Advanced Verbal Behavior Principles,
December 05
2
1) Procedures/Behavior Modification
Prompting
Fading
Pairing
Modeling
Shaping
Chaining
Differential reinforcement procedures (e.g., DRO, DRI, DRL)
Intermittent reinforcement procedures (e.g., FR, VR, FI, VI)
Extinction procedures (e.g., planned ignoring)
Punishment procedures (e.g., reprimands, time out, overcorrection)
Generalization
Discrimination training
Errorless learning
Transfer of stimulus control
Fluency
Applied Behavior Analysis
Discrete Trial
Direct
Instruction
Teaching
Lovaas
Therapy
Intensive
behavioral
Intervention
Verbal
Behavior
Incidental
Teaching
Precision Teaching
Fluency Based Instruction
2) Analysis (Principles of
Behavior)
Advanced Verbal Behavior Principles,
December 05
3
Three (Really Four) Term
Contingency
Antecedent--Behavior--Consequences
Motivation is now seen as playing a
significant role in this model (Michael)
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
BEHAVIOR
1. Form
(topography)
the way a behavior looks, what we observe,
a precise, specific description of the
behavior.
2. Function
the purpose that the behavior serves
to get something
to avoid, delay, or escape something
Advanced Verbal Behavior Principles,
December 05
4
Examples of behavior analysis
Antecedent
Response
Consequence
“Tantrum” (functional analysis)
“Red” (verbal behavior functional
analysis)
CONSEQUENCES
any event that follows a behavior
1. Reinforcement
a consequence that results in
increasing or maintaining the future
rate of the behavior it follows
2. Punishment
a consequence that results in
decreasing the future rate of the
behavior it follows
Language intervention is a major
goal of most programs for children
with autism
Advanced Verbal Behavior Principles,
December 05
5
Most “ABA/discrete trial” language
programs are based on nonbehavioral theories of language,
but many use behavior modification
techniques
ABA Terms
SLP Terms
pair with reinforcement establish rapport
antecedents
treatment stimuli
operant level
baseline
shaping
successive
approximations
manipulation of
treatment
antecedents, behavior,
consequences to
effect desirable
change in behavior
What constitutes a behavioral
analysis of language?
(Skinner, 1957)
Advanced Verbal Behavior Principles,
December 05
6
Language is learned behavior under
the functional control of
environmental variables
The verbal operant is the unit of
analysis (e.g., mands, tacts, &
intraverbals)
Traditional Unit of Analysis
Words, phrases, sentences,
mean length of utterances
(MLU): nouns, verbs,
prepositions, adjectives,
adverbs, etc.
Advanced Verbal Behavior Principles,
December 05
7
Behavioral Unit of Analysis
MO/SD
Response
Consequence
The Elementary Verbal Operants
The elementary verbal operants are
separate repertoires and each must be
taught
Speaker and listener skills are separate
repertoires and both must be taught
Behavioral Classification of Basic
Language Terms (Verbal Operants)
Mand- Asking for reinforcers that you want.
A tendency to ask for a dog because you
want one. Note: mands can also include asking
for information or attention.
Tact- Naming or identifying objects, action,
events, etc. A tendency to say ”dog” because
you see a dog.
Intraverbal- Answering questions or
conversations where your words are
controlled by other words. A tendency to
say “dog” when someone says “Lassie.”
Advanced Verbal Behavior Principles,
December 05
8
Behavioral Classification of Basic
Language Terms
(Verbal Operants)
Echoic- Repeating what is heard. A tendency to
say “dog” after someone else says “dog”.
Receptive following instructions or complying with
the mands (requests) of others. A tendency to
touch a picture of a dog when ask to touch the
dog.
FFC- Identifying specific items when given some
description (it’s function, feature or class) of the
item. A tendency to touch a dog when someone
asks, “which one barks?”
NOTE: FFC is NOT a basic operant but a component of
behavior that alters any of the other operants: one can
tact by FFC (ie. TFFC); one can respond with an intraverbal
by FFC (ie. IFFC)
Behavioral Classification of Basic
Language Terms
(Verbal Operants)
Textual- Reading written words. A
tendency to say “dog” because you see the
written word “dog”.
Writing- Writing and spelling words when
spoken to you. A tendency to write “dog”
because you heard it spoken.
Verbal Operant
Antecedent
Behavior
Mand
(Establishing
Operation)
"cookie"
Verbal
Tact
Object
Intraverbal
Verbal stimulus
("what do you
eat?)
Verbal stimulus
("Cookie")
"cookie"
Verbal
correspondence
"cookie"
Verbal
Echoic
Receptive
Verbal stimulus
("Touch cookie."
Reinforcement
(Function)
Direct
Reinforcement
(Child gets cookie)
Social
Reinforcement
"cookie"
Verbal
Exact
correspondence
Touches cookie
Non-verbal
response
Advanced Verbal Behavior Principles,
December 05
Social
Reinforcement
Social
Reinforcement
Social
Reinforcement
9
Applications to Language
Intervention
The verbal operants are used
for language assessment, IEP
development, tracking language
acquisition, and the basis of the
curriculum (ABLLS)
Echoic, imitation, tacting,
receptive language, and
matching-to-sample should
be added ASAP
Advanced Verbal Behavior Principles,
December 05
10
Sessions contain a mixture
of the verbal operants
(mixed verbal behavior) with
the opportunity to mand as
the main reinforcement for
the target response
Use typical language
development as a guide for
advancement in the program
Establish a strong and
generalized mand, tact, and
receptive repertoire prior to
moving on to multiple
responses, complex concepts
(e.g., adjectives, pronouns,
prepositions), RFFC, or
intraverbal training
Advanced Verbal Behavior Principles,
December 05
11
Conduct verbal behavior
analyses of language barriers
encountered along the way
Things to Do BEFORE starting
a Verbal Behavior Program
Reinforcement Assessment
The first thing we do before working
with children with language disorders
is find out what reinforces them—
Reinforcer Assessment
Advanced Verbal Behavior Principles,
December 05
12
Where do we get started?
Steps to begin a Verbal Behavior Program
How do I effectively teach my students
with autism spectrum disorders?
Teach them the way you teach all students.
Teach to the child, not the label. Hold high
expectations for all of them. Build on their
strengths. Ensure their success. Continually
evaluate their progress and celebrate the
learning that occurs! Regie Routman, 2003
AND OF COURSE…continue to develop your
skills as an educator and learn from other
disciplines!
Motivation
Behavioral term is Motivational Operation
or MO (previously known as Establishing
Operation or EO)
In common sense terms, it is concerned
with wants, needs, desires and so on
(Michael).
Motivation (MO) makes the effectiveness
of reinforcement either greater or
lesser, and increases or decreases the
frequency of the behavior related to the
reinforcement.
Advanced Verbal Behavior Principles,
December 05
13
MO Examples
Food deprivation
increases the reinforcing effectiveness of
food
increases the current frequency of all
behavior that has been reinforced with food
Food ingestion
decreases the reinforcing effectiveness of
food
decreases the current frequency that has
been reinforced with food
Michael
Implications of Motivation
It is important to take into account
the effects of motivation on their
behavior.
Motivation helps in gaining
“Instructional Control” over the
individual in order for us to “teach”.
Important when choosing reinforcers.
Where do we get started?
1. Use the BLAF to do a quick
assessment of the learner’s skills.
(Part I)
1. Assess barriers to language
acquisition (Quick Assessment-Part
II)
While the above steps are occurring, the
“teacher” should be focused on pairing
themselves with reinforcement by giving
free things to the child and refraining
from putting demands on the child.
Advanced Verbal Behavior Principles,
December 05
14
Where do we get started?
(cont)
3. Work on gaining Instructional Control until
the learner is independently approaching the
“teacher”, table, or other activity. (Keep
data on approach behaviors)
4. Use the assessments (Part I and II) to begin
implementing an initial language intervention.
5. Complete the baseline ABLLS by doing 1 or 2
sections at a time, and by using input from
professionals and family—possibly assign
sections to other professionals in their area
of expertise (ie. gross and fine motor
sections assigned to OT).
Where do we get started?
(cont.)
6. Develop Intensive Teaching (ITT) and
Natural Environment (NET) goals based
on the learner’s ABLLS.
7. Develop Implementation Plan:
Who will implement each goal?
When will they be implemented?
A.
B.
i.
ii.
C.
D.
How much time will be spent doing ITT?
How much time will be spent doing NET?
What are the materials needed?
How and when will data be collected?
Step 1
Use the BLAF to do a quick
assessment of the learner’s
present skills.
Advanced Verbal Behavior Principles,
December 05
15
Behavior Language Assessment
Form (BLAF)
12 sections that cover early language and related
areas (pp 15-46 Teaching Language to Children Manual)
Helps to determine where to start a language
intervention program
Score by indicating the typical performance of
the student
Useful with children with limited verbal behavior
Brief assessment, much less time consuming than
complete ABLLS
Help Identify which skills to teach first and
perhaps, which response form to use (vocal, signs,
picture selection)
ve
La
be
l
i
n
Re
g
ce
p ti
ve
FF
C
Co
nv
Le
e ra
tte
rs
t io
an
n
dN
um
So
be
r
cia
s
l In
ter
ac
t io
n
Sa
mp
le
Re
ce
p ti
to
Ma
tch
P la
y
ita
t io
n
Vo
ca
l
Im
Im
it a
t io
n
Vo
ca
l
Mo
tor
Co
op
er a
t
io n
6
5
4
3
2
1
0
Ma
nd
Score
BLAF
Tanner
Step 2
Assess Barriers to
Language Acquisition
Advanced Verbal Behavior Principles,
December 05
16
Language Acquisition Barriers
Form-Quick Assessment - Part II
Determine what are the issues that
need to be addressed first that can
interfere with the learner’s further
progress in developing language.
This quick assessment will be used in
conjunction with the BLAF.
Language Acquisition Barriers
Quick Assessment- Part II
Adapted from Mark Sundberg, Ph.D.
Mild
Problem
Moderate
Problem
Severe
Problem
Defective Mand
1
2
3
4
Scrolling Responses
1
2
3
4
5
5
Prompt Dependent
1
2
3
4
5
Escape/Avoidance Behaviors
1
2
3
4
5
Rote Responding
1
2
3
4
5
Instructional Control
1
2
3
4
5
Echolalia
1
2
3
4
5
Self-Stimulation
1
2
3
4
5
Obsessive-Compulsive Behavior
1
2
3
4
5
Response Requirements
Weakens Motivation
1
2
3
4
5
Reinforcement Dependent
1
2
3
4
5
Does Not Attend to People
1
2
3
4
5
Does Not Attend to Material
1
2
3
4
5
Negative Behaviors
1
2
3
4
5
Total Score
___________
Pairing
In order to be associated with
positive reinforcement (improving
conditions) the teacher will need to
be associated with the child’s
favorite activities.
This process will initially involve
adults controlling reinforcers and
delivering them to the student
without any demands.
Advanced Verbal Behavior Principles,
December 05
17
Pairing: Suggestions
Limit access to reinforcers
Hold item and let child approach teacher (avoid
delivering items when child is moving away from
you.)
Be sure to deliver items that the child wants when
they want it (be sure there is an MO in effect.)
Deliver items that you can later teach the child to
request
Monitor the strength and frequency of the child’s
approach behavior: data can be kept with clicker
counter and graphed (i.e daily rate of approach
behavior)
Step 3
Gain Instructional Control
Instructional Control
Instructional control is the likelihood
that your instructions will evoke a
correct response from your student.
Your instructions “control” the
responses from your student.
2001, Behavior Analysts, Inc.
Advanced Verbal Behavior Principles,
December 05
18
Why Do We Need to “Establish”
Instructional Control?
Many learners with autism have a
history that has established the
presence of the teacher, the teaching
context, and the presentation of the
demand as an aversive condition
This condition evokes problem
behavior which interferes
with learning
Dr. Vincent J. Carbone, 2004
Why Do We Need to “Establish”
Instructional Control? (cont.)
When we recognize that “we” (“teachers”,
environment, demands, etc.) can become
these aversive (unpleasant) conditions, we
need to think about ways we can change
this to increase learning.
We want to use interventions that put an
end to teachers, environment, demands,
etc. as being signals for unpleasant
conditions, and stop problem behavior.
Instructional Control
In order to teach effectively, the
student and the teacher must engage in
a reciprocal interaction
When teaching, the teacher should be
able to elicit cooperative responses from
the student.
Children with autism have a difficult
time entering into such reciprocal
interactions.
Advanced Verbal Behavior Principles,
December 05
19
Establishing Instructional
Control
Be a giver, not a taker: offer toy when
child is bored, deliver special food, etc.
Do not remove ongoing reinforcer to
deliver a demand
Pair interactions with positive
reinforcers
Assess “approach” behavior
Place problem behavior on extinction
Begin obtaining compliance with easy
tasks
Reducing Problem Behavior with
Instructional Control
If we fail to recognize this concept,
we may be stalling attempts to
reduce problem behavior or may
result in an over-reliance on aversive
procedures.
Dr. Vincent J. Carbone, 2004
Step 4
Perform Baseline ABLLS
Advanced Verbal Behavior Principles,
December 05
20
Example of an ABLLS for an Intermediate to Advance Learner
S t ud e nt :
Assessment of Basic Language and Learning Skills
Skills Tracking System
T
As s es s o r
Date
SB
12 / 0 3
MB
3 /04
C o lo r C o d e
C 52
C 51
C 50
C4 9
C4 8
C4 7
C4 6
C4 5
AB LLS REGISTR ATION #
C4 4
C4 3
C4 2
C41
G4 2
G4 1
H4 2
H4 1
C4 0
C3 9
G4 0
G3 9
H4 0
H3 9
C3 8
G3 8
H3 8
C3 7
C3 6
G3 7
G3 6
H3 7
H3 6
C3 5
C3 4
G3 5
G3 4
H3 5
H3 4
C3 3
C3 2
G3 3
G3 2
H3 3
H3 2
C31
G3 1
C3 0
C2 9
B2 1
B2 0
G3 0
G2 9
H3 1
H3 0
H2 9
C2 8
C2 7
F2 7
G2 8
G2 7
H2 8
H2 7
C2 6
F2 6
G2 6
H2 6
C2 5
C2 4
F2 5
F2 4
G2 5
G2 4
H2 5
H2 4
C2 3
C2 2
F2 3
F2 2
G2 3
G2 2
H2 3
H2 2
C21
C2 0
F2 1
F2 0
G2 1
G2 0
H2 1
H2 0
B 19
C 19
F 19
G19
H19
B 18
B 17
C 18
C 17
F 18
F 17
G18
G17
H18
H17
B 16
B 15
C 16
C 15
F 16
F 15
G16
G15
B 14
B 13
C 14
C 13
F 14
F 13
G14
G13
D13
H16
H15
H14
H13
B 12
C 12
D12
F 12
G12
H12
A11
A10
B 11
B 10
C 11
C 10
D11
D10
F11
F 10
G11
G10
H11
H10
A9
A8
B9
B8
C9
C8
D9
D8
E9
E8
F9
F8
G9
G8
H9
H8
A7
B7
C7
D7
E7
F7
G7
H7
I7
A6
A5
B6
B5
C6
C5
D6
D5
E6
E5
F6
F5
G6
G5
H6
H5
I6
I5
A4
A3
B4
B3
C4
C3
D4
D3
E4
E3
F4
F3
G4
G3
H4
H3
I4
I3
A2
A1
B2
B1
C2
C1
D2
D1
E2
E1
F2
F1
G2
G1
H2
H1
I2
I1
A C o o p erat io n &
R einfo rcer
B Vis ual
C R ecep t ive
P erfo rmance
Lang uag e
D Imit at io n
E Vo cal
F R eq ues t s
G Lab eling
Imit at io n
H Int raverb les
I9
I8
I
S p o nt
Vo cali
Effect ivenes s
Foundation for Language Acquistion
Manding
Advanced Verbal Behavior Principles,
December 05
21
The Mand
MO
Response
Child wants cookie
“cookie”
Specific
Reinforcement
Child receives cookie
Importance of the Mand
Mands are the first type of VB acquired by
typical children
Manding is the only verbal operant that
benefits the speaker
Manding allows one to get what he/she
wants, when it is wanted
Manding brings about desired changes or
conditions
Manding allows one to control the social
environment
Importance of the Mand
Effective manding can decrease negative
behaviors that serve the mand function
Mand training helps to establish speaker as
well as listener roles
Mand trials can be used as reinforcers for
other forms of VB
Mands do not emerge by training on the
other verbal operants
Neglect of the mand can impair language
development
Advanced Verbal Behavior Principles,
December 05
22
Training should be done in
formal training sessions and
in the natural environment as
often as possible (create a
“language based” learning
environment)
The teaching procedures
make use of the basic
techniques (e.g., prompting,
fading, shaping, transfer of
stimulus control, differential
reinforcement) derived from
behavior modification
Training should be made as fun
as possible by:
Using lots of mand trials
Pairing yourself with free reinforcers
Errorless learning procedures
Vary pacing, materials, settings, tone
of voice, people, context, etc.
Minimize the use of aversives and
punishment
Remember: They are KIDS!
Advanced Verbal Behavior Principles,
December 05
23
Early Learner Mands F1-F6
Response form
Item in sight
Item out of sight
Keeping data on spontaneous vs.
prompted mands
Data Collection
Baseline:
data that reflects the preintervention level of behaviors
used to provide a direct measure of the
level of behavior
used to compare the level of behavior
prior to intervention to the level of
behavior under intervention (measure of
effectiveness)
Anecdotal Recording vs. Graphing of Data
Advanced Verbal Behavior Principles,
December 05
24
Anecdotal Data Collection
Example:
Aryssa was able to request items
without prompting at very low rates
or not at all in the beginning of the
intervention. After many sessions
of mand training, she was able to
request independently at higher
rates for preferred items and
prompts were faded.
Graphic Display of Data
Aryssa's Prompted vs Spontaneous Mands/Requests (with object present)
Spontaneous
Prompted
Linear (Spontaneous)
250
200
Number of Mands
150
100
50
0
0
5
10
15
20
25
30
35
40
45
50
55
60
65
70
75
-50
Days
Advanced Verbal Behavior Principles,
December 05
25
Intermediate Learner Mands
F7-F12
Using transitive mo’s to increase
manding
Manding for actions
Peer to peer manding
Manding for attention
Modeling for manding when mo is
strong
Advanced Mands F13-F27
Manding for information
Requesting Hierarchy
Adapted from ABLLS by Sundberg
and Partington
1. Requests reinforcer (object or
activity) via contact gesture, distal
gesture, or proximity cues.
2. Requests with reinforcer (present)
with single word/sign with vocal
(echoic) or gestural (mimetic)
prompt.
Advanced Verbal Behavior Principles,
December 05
26
Requesting Hierarchy
Adapted from ABLLS by Sundberg
and Partington
3. Requests with reinforcer present
when asked
“What do you want?”
-Skip
-Prompt Dependency
4. Requests with reinforcer not present
when asked…
Requesting Hierarchy
Adapted from ABLLS by Sundberg
and Partington
5. Mands for reinforcer,
spontaneously, no prompts
-Change the criteria to 40 items
-Flash, Bag, Open cupboard,
Closed Cupboard, Kitchen…
Requesting Hierarchy
Adapted from ABLLS by Sundberg
and Partington
6. Requests actions
-of others
-self*
-transitive MO (action, change in
position or location, etc)*
Change the Criteria to 20-25 actions
Advanced Verbal Behavior Principles,
December 05
27
Transitive MO’s
Temporarily alter the value of otherwise
non-reinforcing items (establishing them as
reinforcers) because they are necessary to
access a terminal reinforcer.
Example: if a child is motivated to go
outside, now putting on shoes, opening
door, putting on jacket all become
reinforcers that lead to the terminal
reinforcer (going outside)
“Flexible”
Pivot Phrases as Mands
Establish a base of mands for
objects/actions/people/protest/location
via mand training and playful obstruction
Slow chain initial two word combinations
which are often part echoic/part
mand/part tact/ part intraverbal or cued
via sign or the previous question or fill in.
(See Handout)
Reduce cues within each manding session
Pivot Phrases
Blow as Pivot (Action + Object)
Blow
Bubble
Horn
Candles
Harmonica
Balloon
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Pivot Phrases
Bubble as Pivot (Action+ Object)
Blow
Bubble
Pop
Push
Squeeze
Requesting Hierarchy
Adapted from ABLLS by Sundberg
and Partington
7. Requests attention-Wait to teach
Requires 2 people
-Attention must serve as a
reinforcer.
-Mand attention to show or tact
something
8. Requests missing items
Requesting Hierarchy
Adapted from ABLLS by Sundberg
and Partington
9. Requests with “yes” and “no”
(Refer Handout “Yes/No Manding
Protocol” by Mary Barbera)
10. Requests using sentences- Less
emphasis. Reinforce spontaneous
occurrences.
I want…
Can I have…
I would like…
Give me…
I need…
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Manding Hierarchy
Adapted from ABLLS by Sundberg
and Partington
11. Requests help
12.Requests removal or
cessation of an activity/item
Requesting Hierarchy
Adapted from ABLLS by Sundberg
and Partington
13-20. Requests information using…
-What
-Where
-Who
-Whose
-Which
-When
-How
-Can/Do/Does/Will
-Why
Manding Hierarchy
Adapted from ABLLS by Sundberg
and Partington
21. Requests future events
22-25. Requests using:
adjectives
prepositions
adverbs
pronouns
26-27. Generates novel, spontaneous
requests without training
*Items added or modified by author.
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Verbal Plus Nonverbal Stimulus Control
Multiple Verbal SDs Single
Nonverbal
Stimulus
What is it?
What color is it?
A Toy Car
What sound does it
make?
What do you do with it?
What’s it made out of?
What does it feel like?
How much did it cost?
Whose car is it?
Where is the car?
What size is the car?
Where do you park it?
How do you drive it?
Who drives this car?
Response with
Multiple Properties
“Car”
“Black”
“Vroom”
“Play with it”
“Metal”
“Hard”
“Two dollars”
“Mine”
“On the table”
“Little”
“Garage”
“Fast”
“Daddy”
Verbal Conditional
Discriminations
Verbal SD 1 Verbal SD 2 Verbal
Æ Response
“Wear”
“Find”
“Wear”
“Find”
“Play”
“Do”
+
“Bed”
“Bed”
“Beach”
“Kitchen”
“Beach”
“Kitchen”
“Pajamas”
“Pillow”
“Swimsuit”
“Food”
“Sand”
“Food”
Teaching Manding and Intraverbals in NET
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Natural Environmental Training
(NET)
Unstructured teaching that uses the
learner’s motivation and NOT teacher
selected set of materials as a basis
for learning.
NET aides in the development of
functional and generalized
communication
Characteristics of NET
Learner initiated activities
Tasks and activities vary frequently
Preferred items/activities chosen by child
serves as basis for learner-teacher
interaction
Reinforcement is direct and specific to
activity
Loose structure and multiple exemplars
support generalization of concepts
Early Leaner NET
Put very few demands on the learner and pair
yourself with reinforcers
Have learner take reinforcers from you
Gradually increase reponse requirement
Begin errorless teaching of mands with full
complement of prompts and then fade prompts
Intersperse a few instructional demands for easy
tasks to develop compliance
Fill in the blank intraverbals with songs, nursery
rhymes and other fun activities (Ready,Set,Go)
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Intermdiate Learner NET
Teach within the context of the
activities which are reinforcing and
motivating for the child
Teach mands, simple tacts, receptive,
RFFC and simple intraverbals
Transfer across operants
Advanced Learner NET
Teach within the context of the
reinforcing or motivational activities of the
learner
Complex VB modules that are conversations
within non-verbal contexts
Include answers to “wh” questions
(intraverbals) as well as manding for
information (asking “wh” questions)
Have similar but less complex
conversations in the intensive teaching
settings.
Intraverbal
Task Analysis and Levels: Level 1
Student entry skills
Established mand and tact repertoire
Good echoic, imitation, receptive and matching-to-sample
skills
Verbal SDs
English-Sign (Signers only)
Sign-English (Signers only)
Song fill-ins
Animal sounds
Fill-ins involving fun activities
Teaching objectives
Break verbal responding free from echoic and tact
control
Use motivational variables to begin to establish
intraverbal control
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Intraverbal Level 2
Student entry skills
Successful performance on level 1 IV activities
100+ tacts and receptive discriminations
Strong mand, echoic/imitative, and MTS
Good generalization skills
Good performance on RFFC tasks
Verbal SDs
Continue level one activities
In context fill-ins
RFFC to intraverbal, less than 5 sec delay
RFFC to intraverbal, 1 distractor trial, 5 sec delay
Intraverbal Level 2 cont.
Teaching objectives
Strengthen intraverbal repertoire by expanding the
content and variation of the verbal SDs and the
verbal responses (stimulus and response classes)
Break verbal responding free from mand and tact
control
Work toward fluent intraverbal responding free
from prompting
Intraverbal Level 3
Student entry skills
Successful performance on level 1 and 2 intraverbal
activities
Verbal SDs
Continue level 1 and 2 activities
Out of context fill-ins
Reverse fill-ins
RFFC to intraverbal, less than 15 sec delay
RFFC to intraverbal, two distractor trials, 30 sec delay
“Eat” and “drink” intraverbal categorization
Common associations
Teaching objectives
Expand IV stimulus and response content and classes
Develop fluent responding
Break free from tact control
Beginning verbal categorization and intraverbal association
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Intraverbal Level 3 cont.
Red flags
Rote responding
Negative behavior/escape and avoidance during
training
High rate of forgetting
High error rate/mixing of learned responses
Long latencies
Large number of teaching trials for each new
relation
Failure to generalize
Failure to emit intraverbal behavior in the natural
environment
Intraverbal Level 4
Student entry skills
Success on levels 1, 2, & 3
Minimal red flags
Strong noun-verb tact and RD, strong RFFC
Intraverbal activities become a greater focus of the daily
language program.
Verbal SDs
Continue level 1, 2, 3 activities
Fill-ins to WH questions
Reverse fill-ins to reverse WH questions
“What?” only questions
Tact to intraverbal function
Expansion of intraverbal responses (multiple Rs)
Increase verbal exchanges on a single topic
Peer intraverbal responding
Beginning verbal categorizations
Intraverbal Level 4 cont.
Teaching objectives
Increase the frequency and expand the content of
intraverbal interactions
Beginning conversation, generalized and fluent
responding, and careful attending to verbal SDs
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Intraverbal Level 5
Student entry skills
Success on level 1, 2, 3 & 4
Emitting 3-4 word sentences, including adjectives,
prepositions, pronouns, adverbs, articles, etc.
Verbal SDs
Multiple verbal SDs (verbal conditional
discrimination)
Multiple verbal and nonverbal SDs (tact & IV)
Intraverbal questions following short passages
Answering Where and Who questions
Intraverbal yes/no questions
Verbal sequences
Expansion of verbal responding and exchanges
More advanced peer intraverbal activities
Personal information
Intraverbal Level 5 cont.
Teaching objectives
Develop verbal knowledge
Increase social and peer verbal interactions
Increase complexity of verbal stimuli and verbal
responses
Student should be in a very verbal educational
environment (e.g., inclusion)
Intraverbal Level 6
Student entry skills
Success on all previous levels
Emitting sentences with correct syntax and grammar
Focus is on academic skills
Verbal SDs
Multiple verbal SDs evoking multiple verbal responses
Current events, community, social, political, etc.
Past and future events
When and How questions
Academic content questions and discussion
Conversation involving manding for information and
intraverbals
Telling stories, jokes, poems, etc.
Intraverbals involving prepositions, adjectives, adverbs,
pronouns, etc.
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Intraverbal Level 6 cont.
Teaching objectives
Beginning academic development
Expanding social and conversational repertoires
Developing intellectual repertoires
Student should be in a typical educational setting
Data Systems
Yes/No Probe Sheets
Weekly probe Sheets
Skill Tracking Sheet
Notebooks arranged by ABLLS
Graph data: cumulative graphs for
acquistion
Remember patterns of data over time will
provide you with the best means of making
informed instructional deisions
Data Review: Instruction
Issues
Is intervention being done correctly?
Is intervention being done consistently?
Are interention concepts/stimuli arranged
faultlessly?
Is intervention being done often enough?
Is data accurate?
Is enough time alloted to do the intervention?
Are intervention procedures clearly stated?
Are staff able to adjust prompt level and
reinforcement on a moment to moment basis?
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Effective Team Collaboration
Effective Teams….
Believe students
are going to be
successful
Work diligently to
create a common
language
Create a safe
environment to
solve problems and
respectfully
disagree
Communicate
regularly
Treat parents as
equal partners
Come to consensus,
work together and
learn from each
other
Successful Team Collaboration
Listen actively
Request clarification
Provide clarification
Express knowledge simply
Respect others’ perspectives
Train & learn from others
Role release
Mutual sharing of responsibilities
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Benefits of Effective
Teaming
More comprehensive assessment of
student’s strengths and needs
Planning is more cohesive with goals
being effectively prioritized
Everyone shares the responsibility
for instruction of all goals
Progress is more easily monitored
when responsibilities are shared
The Most Important Members
of Our Team are The Students
We Serve
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