7/26/2013
PaTTAN’s Mission and Commitment to
Least Restrictive Environment (LRE)
Programming Based on the
Analysis of Verbal Behavior
S The mission of the Pennsylvania Training and
Technical Assistance Network (PaTTAN) is to
support the efforts and initiatives of the Bureau of
Special Education, and to build the capacity of local
educational agencies to serve students who receive
special education services.
National Autism Conference
July 30, 2013
Amiris Dipuglia
S Our goal for each child is to ensure Individualized
Pennsylvania Training and Technical Assistance Network
PA Autism Initiative
Primary sources of support:
S
Education Program (IEP) teams begin with the
general education setting with the use of
Supplementary Aids and Services before considering
a more restrictive environment.
Goals for this session
S Work of PATTAN’s Autism Initiative ABA
Supports Team. Staff have over 9 years of
experience in developing ABA programs for
students with autism in Pennsylvania’s public
schools
S Work of Dr. Mark Sundberg
S Work of Dr. Vincent Carbone
S See references
Programming Overview
S Review general programming considerations for
students
S Review common programming considerations
across learner levels related protocols
S Review several common instructional protocols
across learner levels
Markle and Tiemann’s System of Instruction
(1967)
S Programs need to be designed to align with
Standards
6. Performance Data
S In PA this means that instruction is aligned with
1. Objectives
3. Criterion test
State Academic Standards
S Alternative standards exist for students who do
not exhibit the precursor skills necessary to enter
the established academic standards
S The PaTTAN Autism Initiative has aligned its
assessment practices with the alternative
standards and with early childhood standards.
2. Content and
Task Analysis
4. Entry repertoire
5. Instruction
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Programming within PaTTAN’s
Autism Initiative
PaTTAN Autism Initiative System of Instruction:
Program Components Fit Together
Data Based
Decision
Making
Staff
Training
S Our design has been derived from the work of Dr. Mark
Sundberg (1998; 2007-2008); Dr. Vincent J. Carbone
(2003; 2004 ); Dr. Ivar Lovaas (1993); The MorningSide
Model of Effective Instruction (2004); and of Carnine
and Engleman (1982;1991), among many others
(specifically: the research base related to educational
autism treatments; evidence based educational research.)
Teaching
Procedures
Assessments
(VB-MAPP)
Materials
Organization
(Card Sort)
Program/Target
Selection
Data
Systems
A critical consideration for assessment
and programming:
The Operant Analysis
ANTECEDENT
BEHAVIOR
CONSEQUENCE
Motivative Operation
Response
Reinforcement
(Dimensions:
topography; temporal;
magnitude; location)
(Positive and Negative)
(Socially mediated and
automatic)
No Response
Punishment
Stimulus
(Discriminative,
Neutral, Delta)
(Type I and II)
(socially mediated and
automatic)
Verbal Operants
Verbal
Operant
Antecedent
Behavior
Consequence
Mand
Motivative Operation
( wants cookie)
Verbal behavior
(says “cookie”)
Direct reinforcement
(gets cookie)
Tact
Sensory Stimuli
(sees or smells cookie)
Verbal behavior
(says “cookie”)
Non-specific
reinforcement
(gets praised, for instance)
Intraverbal
Verbal stimulus
(someone says: "What
do you eat?”)
Verbal behavior
(says “cookie”)
Non-specific
reinforcement
(gets praised, for instance)
Echoic
Verbal Stimulus
(someone says
“cookie”)
Verbal behavior:
repeats all or part of
antecedent
(says “cookie”)
Non-specific
reinforcement
(gets praised, for instance)
Prompts
(a procedural use
of discriminative stimuli)
Other Relevant Operants
Operant
Antecedent
Behavior
Consequence
Receptive
(actually not a
verbal operant)
Verbal stimulus
(someone says “touch
cookie”)*
*in this case the
cookie must also be
present: all receptive
discriminations
involve 2 Sds
Non-verbal behavior
(child touches cookie)
Non-specific
reinforcement
(gets praised, for instance)
Imitation
Point to point
correspondence
Non-verbal behavior
(person performs an
action, etc.)
Non-verbal behavior
with point to point
correspondence
(person imitates same
action)
Non-specific
reinforcement (example:
praise; ‘you’re right!’,
‘’great job!’ high five, pat
on back, etc.)
Match to sample
Non-verbal behavior
(presentation of
stimuli)
Non-verbal behavior (in
presence of one
stimuli, a second
stimuli is selected with
shared properties).
Non-specific
reinforcement (example:
praise; ‘you’re right!’,
‘’great job!’ high five, pat
on back, etc.)
Operant Analysis and Analysis of
Stimuli
S Interconnected Processes
S The operant analysis iterates variables that describe
contingent relations between stimuli and response
frequency
S The analysis of stimuli iterates the
sequence/structure/context of stimuli that will serve as
controlling variables for responses. Engleman refers to
this analysis as “stimulus-locus analysis” (1991, p374)
S The analysis of stimuli considers how the “task interacts
with other tasks”
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Analysis of Instruction
S See Engleman and Carnine’s Theory of Instruction,
1982 and 1991
Big Points From Engleman and Carnine
S Learning mechanism consists of:
S The capacity to learn any quality exemplified
through examples
S All measurement systems in education are
dependent upon a coherent theory of instruction:
S The capacity to generalize to new examples
on the basis of sameness of quality
The analysis of stimuli
Analysis of stimuli and selection of
target stimuli
S Picking the pictures/objects used for teaching tacts/LR
responding involves consideration of an adequate range
of examples
S Such task selection also implies that we need to consider
(in a graduated sequence) teaching an adequate number
and type of distracter items that are almost correct, but not
quite… (close in non-examples)
S More on this later
Formative Assessment
Formative assessment is assessment that is used to drive
instruction (as opposed to summative assessment that is
used to describe overall functioning at some point in time).
Consists of:
SCurricular pinpoints
SMeasurement design based on dimensions of behavior
SMeasurement procedure and calibration
SData driven decision making
Selection of Instructional
Programs
The “analysis” in applied behavior
analysis refers to the process of
reviewing data to inform decision
making: it is the objective review of
variables which correlate with behavior
change.
Formative assessment is the process of
analysis.
S Analysis of assessments (behavioral language
assessment/VB-MAPP, social skills, CBA’s, echoic
assessments)
S Development of program book with data systems to
monitor learning objectives:
S Skills tracking sheets
S Cumulative graphs
S View VB-MAPP Video
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Why the VB-MAPP?
S Few assessment instruments exist that assess
acquisition of verbal operants as defined by
Skinner, 1957 (value of functional analysis vs.
structural analysis of language)
S Efficiency of assessment: the VB-MAPP is
designed to be easy and time efficient to administer
S Allows more detailed analysis of skill sets at the
operant level (task analysis) when needed
S Links to typical development
S Includes components that can assist in trouble
shooting instruction and aiding in transition to less
restrictive environments
Level I
Mand
1
Emits 2 mands with echoic or
imitative prompt(no physical
prompts:
1.
Listener Responding
1
1.
2
Emits 4 mands w/o prompts except
item and/or “What do you want?”
Level 3
½
2.
11
½
2.
3.
4.
1
People
Setting
Selects items by
color and shape
from an array of six
similar stimuli, for 4
colors and 4 shapes
(e.g., Find the red
car. Find the square
cracker)
Color 1:
Color 2:
Shape 1:
Shape 2:
Color 3:
Color 4:
Shape 3:
1
Shape 4:
Prepositions
12
Example
½
Pronouns
1.
1.
2.
2.
1.
1.
Follows 2
instructions
2.
2.
involving 6
different
prepositions (e.g.,
Stand behind the
chair) and 4
different pronouns
(e.g., Touch my ear)
1.
1.
2.
2.
1.
1.
2.
2.
1.
1.
2.
2.
1.
1.
2.
2.
½
3
Generalizes 6 mands across 2 people, 1.
2.
settings, and examples.
3.
4.
1
5.
6.
1.
½
2.
4
Emits 5 mands in 1 hour (item can be
3.
present).
1
4.
5.
1.
2.
3.
4.
5
Emits 10 mands w/o prompts except
item and/or “What do you want?”
½
5.
6.
Score ½ if student can:
7.
- Follow 2 instructions for each of 3 different prepositions and 2 different pronouns or……
- Follow 2 instructions for each of 6 different prepositions but not for pronouns or vice versa
8.
Score 1 if student can follow 2 instructions for each of the different prepositions and
9.
Body Parts
LD
“Touch your __”
LD
“Touch my __”
Tact
“What’s this?”
Arms
Cheeks
Chin
Ears
Elbow
Eyes
Feet
Fingers
Hair
Hands
Head
Knee
Legs
Mouth
Neck
Nose
Shoulders
Teeth
Toes
Tummy/belly
Prepositions
Above
Around
At
Behind
Below
Beside
Between
By
For
From
In
In front of
“Touch the one
that is __”
pronouns tested.
1
10.
“Where’s the _?”
“Touch the one
that is __”
Into
Near
Next to
Of
Off
On
Out
Over
Through
To
Under
With
“Where’s the _?”
Action
Bending
Blinking
Blowing
Bouncing
Brushing
Buckling
Building
Buttoning
Catching
Chasing
Chewing
Clapping
Cleaning
Climbing
Closing
Coloring
Combing
Cooking
Coughing
Counting
Covering
Crashing
Crawling
Crying
Cutting
Dancing
Digging
Drawing
Drinking
Driving
Tact
Ongoing
Demo
Ongoing
Tact
Picture
Select
Picture
Action
Tact
Demo
Ongoing Ongoing
Tact
Picture
Select
Picture
Opening
Painting
Peeling
Playing
Pointing
Popping
Pounding
Pouring
Pulling
Pushing
Putting in
Putting on
Raking
Reaching
Reading
Riding
Rocking
Rolling
Running
Scratching
Singing
Sitting
Sleeping
Sliding
Smelling
Sneezing
Spinning
Spraying
Squeezing
Stacking
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Respond by
Feature
Item
FOODS
106
Banana
107
Grapes
108
Orange
109
Watermelon
110
Strawberries
111
Peach
112
Grapefruit
113
Corn
114
Tomatoes
115
Broccoli
116
Carrots
117
Peas
118
Salad
119
Spaghetti
120
Noodles
121
Rice
122
Soup
123
Sandwich
T
R
T
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
Tacos
Pizza
Burger
Hotdog
Corn Dog
Chicken
Chicken nugget
French Fries
Cake
Cupcake
Donut
Cereal
Cereal
Bagel
Bread
Toast
Eggs
Cheese
R
T
142
143
144
145
146
147
148
149
150
151
152
153
154
155
156
157
158
159
169
T R LR T TR
IV
Sail
Mast
Bow
Stern
Pages
Bind
Cover
Words
Pictures
Round
White & brown
Crust
R
Butter
Ketchup
Peanut butter
Crackers
Corn Chips
Cheese puffs
Pretzels
Popcorn
Jell-O
Ice Cream
Popsicle
Raisins
Fruit Roll
Candy
Gummy bears
Gum
Milk
Soda
Juice
Feature
T R
Boat
Book
Bowl
Bread
Broccoli
Green
Broom
Handle
Bristles
Handle
Bristles
Wings
Antennae
Has a handle
Brush
Butterfly
Bucket
Cake
Sweet
Frosting/icing
Has candles
Months
Days
Dates
Calendar
Camera
Candy
Can Opener
Respond by Function
IVR
LR
T
Respond by Class
TR
IV
IVR
LR
Floats on water
Go fishing on it
Take ride on it
Vehicle
Read it
Find at library
Put cereal/soup in
Toast it
Eat it
Make sandwich with
Grows in garden
Eat it
Cook it
Sweep with
Clean floors with it
Brush hair with
Find in kitchen
Food
Flies
Insect
Holds sand in it
Play at the beach with it
Eat at birthday parties
Bake it
Food
Desert
T
TR
IV
IVR
Food
Vegetable
Hang on wall
Tells you dates
Lens
Buttons
Batteries
Strap
Sweet
Sticky
Take pictures with
Electronic
Eat it
Food
Snack
Blade
handle
Open cans with it
Things in kitchen
Programming from the VB-MAPP Requires
Certain Staff Prerequisites
General Programming
Considerations
S Basic skills related to concepts and principles of ABA
S Working skills related to the analysis of verbal behavior
S Ability to read and implement instructional protocols
S Data skills and graphing skills
S Organizational skills
S Motivation: effective implementation must have value to
Videos: Programming
General Guidelines
VB-MAPP Programming
staff
Interpreting the Overall VB-MAPP Milestone
Assessment Results By:
S Complete VB-MAPP assessment
1. Identifying the general level of the child
S Note performance level obtained in each column (skill
2. Analyzing the scores in each of the relevant skill
areas;
domain).
S For the first gap (skill not acquired) in each column,
develop instructional program.
S Remember there may occasionally be exceptions to this
rule of thumb
- i.e. determine skill sets in relation to selecting known
items, items that can serve as prompts and assist in
selection of target items and response forms.
3. Selecting Instructional Programs that are
balanced across operants and at appropriate
instructional level
S Refer to task analysis for detailed program selection as
necessary.
-
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When Programming
S The VB-MAPP, with its different levels
S Be sure targets are relevant for student:
representing typically developing skill
sequences from 0-48months, provides a
guide for selecting instructional programs
in different skill areas.
S Usually valuable to student
S Common in day-to day life
S Tied to general education curriculum
S Will promote and facilitate social initiations and interactions.
S Will promote independence
S Be sure programming is consistent with student’s response form
(vocal vs. sign)
S Be sure instructional materials are available for specific items
selected within programs (card sort system)
Existing Skills vs. Target Skills
Considerations for DTI Materials Organization
For example you would probably not introduce reading, writing and math goals if
your student is a level 1 learner; these pre-academic skills are not usually
appropriate for their functional level. Skill areas, such as LRFFC and IV only
begin to emerge once a child has strong foundational skills in Level 1
Example of Skills Tracking Sheet:
Student:
S
S
EXISTING/KNOWNS/EASIES/
Mastery Criteria:
Skill Tracking Sheet
TARGET SKILLS
Skill:
S 3 types of items
MAINTENANCE ITEMS
Develop 3x5 index cards and/or pictures
of exemplars and place in bank of items to
be targeted for instruction (in our case
“target piles” or future targets).
Develop 3x5 index cards and/or pictures of
exemplars and place in bank of known items
(in our case “easy piles”)
For active target skills these items are
written on the Skill Tracking Sheet with a
date introduced as well as listing them on
the cold probe sheet
For active programs these items are written on
the Skill Tracking Sheet with the word
ASSESSED or Probed Out in the date
introduced and mastered columns.
listed:
S Mastered items
S Target items
S Future target items
1
2
3
4
5
6
7
8
9
10
11
12
Tacts for Common Items
Target
Date
introduced
Date
Mastered
Cup
Ball
Book
Chair
Shirt
Spoon
Table
Shoes
Bowl
Pants
Car
Apple
3-2-09
3-3-09
3-5-09
3-11-09
3-17-09
3-17-09
3-17-09
3-5-09
3-6-09
3-11-09
3-17-09
13
14
15
16
17
18
19
20
For items that will be targeted in the future,
list on skill tracking sheet with no date
introduced.
Example of probe sheet for daily assessment of
target items:
Cumulative Graph
Cumulative Graph for: ________________________________________
Name:
Week of:
Weekly Probe Sheet
#
days
active
25
20
15
10
5
1
2
3
4
5
6
7
8
Student: ____________________
9
10
11
12
13
14
15
16
17
18
19
20
21
Month: ___________________________
22
23
24
25
26
27
28
29
30
31
Target Skill
Operant
Previous
Y
Mon
Tue
Wed
Thur
1
YN YN YN YN
2
YN YN YN YN
3
YN YN YN YN
4
YN YN YN YN
5
YN YN YN YN
6
YN YN YN YN
7
YN YN YN YN
8
YN YN YN YN
9
YN YN YN YN
10
YN YN YN YN
11
YN YN YN YN
12
YN YN YN YN
13
YN YN YN YN
14
YN YN YN YN
15
YN YN YN YN
16
YN YN YN YN
17
YN YN YN YN
18
YN YN YN YN
19
YN YN YN YN
20
YN YN YN YN
21
YN YN YN YN
22
YN YN YN YN
23
YN YN YN YN
24
YN YN YN YN
25
YN YN YN YN
26
YN YN YN YN
27
YN YN YN YN
28
YN YN YN YN
29
YN YN YN YN
30
YN YN YN YN
31
YN YN YN YN
32
YN YN YN YN
33
YN YN YN YN
34
YN YN YN YN
35
YN YN YN YN
Red: receptive ID Green: Tact Yellow: Echoic Purple: Motor Imitation Blue: Intraverbal
Criteria for mastery: _____ consecutive yes’
If program change made, indicate by drawing a phase change line on the corresponding date of the
applicable target.
Notes/Reminders:
Fri
YN
YN
YN
YN
YN
YN
YN
YN
YN
YN
YN
YN
YN
YN
YN
YN
YN
YN
YN
YN
YN
YN
YN
YN
YN
YN
YN
YN
YN
YN
YN
YN
YN
YN
YN
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7/26/2013
Considerations for Selection of Assessment
Items and/or Target Items
S Relevant content in relation to student’s life
circumstances
S Are reasonably common in the cultural setting (e.g.
rather than “household appliances” use “things in the
kitchen”)
S Reasonable range of exemplars: shows both examples
that are “close in” and those that are more regularly
associated with the concept
S Sufficient number of exemplars within a program (e.g.
Where Do Mand Targets Come From?
S Preference assessment
S Items for which there is consistent motivation
S Things that will be needed by the student in their
day-to-day life
S Items in which the response form can be prompted
and emitted with reasonable accuracy
number of tacts) and for each item (e.g. number of
“car” stimulus items) to allow appropriate
generalization and concept development
Selection of Verbal Response Forms
S VB-MAPP protocol
S Echoic level
S Imitation skills
S Spontaneous vocal
S History of response to intervention
S How long have signs been tried?
S Verify quality of implementation of training
efforts
Why Tact Prompts are Generally Superior to
Echoic Prompts for IV Trials
S Echoic Prompts: verbal + verbal SD
S Tact Prompts: verbal + sensory SD (textual
prompts also fit the bill for certain students)
(Vedora, et al. 2009; Goldsmith, et al., 2007)
S Cross modality discrimination may be easier
(“boundary detection”)
S Picture prompt on the back of the IV card
Selecting Prompts From VB-MAPP
Domains
General rule: use known skills that can be reliably evoked and
that share the same topography with target skill
Sign
Vocal
Mand
imitation
echoic
Tact
imitation
echoic
Echoic
NA
earlier established skills
(EESA)
Intraverbal
signed tacts, textual,
imitation
Tact, textual, imitation
Listener Responding
Imitation
imitation
Instructional Procedures for Targets
Selected from Assessment
S Targets are taught with errorless procedures
S Most intensive teaching targets:
Prompt transfer distract check
S Mand targets:
Prompt followed by transfer trial
S For advanced teams, may be more flexible: after
student readily demonstrates corrects on check
trials, more immediate fading to time delay may be
implemented (see next slide)
Video selecting prompts
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7/26/2013
Instructional Procedures for Known
Items (“easies”) Selected from
Assessment
S 2-3 second time delay
S Error correction procedures, as necessary
S Error/end prompt transfer distract check)
S Options for addressing repeated errors on known
Items
S
S
S
S
retention criteria as necessary
re-target item
higher rate of maintenance trials
fluency training
How is Response Allocation Determined?
S Card sort system and the 80:20 easy/hard rule by pile (ratio not
etched in stone); frequent problem is not enough teaching trials.
S Number of active targets determines ratio of teaching trials for
targets: less targets may be helpful in establishing a higher rate of
teaching trials and may therefore speed acquisition: sometimes
less is more
S 2 targets: each target hit on average once in 10 trials
S 4 targets: each target hit on average once in 20 trials
S 8 targets: each target hit on average once in 40 trials
S Mass trials are not forbidden: some skills may be better learned
without mixing and varying between operants (i.e. IV webbing,
conditional discrimination for yes/no tacts, fluent tact responses,
etc.)
S Schedule adequate instructional sessions to ensure enough
teaching trials for each program
Earliest Learners in Level 1
Common Programming Procedures
for Level 1 and Related Protocols
S
Saliency of attending response (VP/MTS 1; attends to speakers voice LR1, IP1)
S
Consideration instructional control
S
Identification and conditioning of adequate pool of reinforcers
S
First programs:
S
Are adults established as conditioned reinforcers for the student: pairing process; “free”
delivery (in absence of problem behavior)
S
S
S
S
S
Programs for Students with Echoic Skills
S Does not rule out the need for augmentative
communication training (sign language)
S If echoic repertoire includes intelligible words,
more likely to use vocal response form
S May need to further develop differential
reinforcement of vocal responding in mand frame
and/or echoic program
Approach behavior
Mand
Imitation (objects and motor)
Match to sample
LR in context
Programs for Students with Some
Imitation/Minimal Vocal/No Echoics
S Signed response form for mand training
S Build imitation skills; may need to start with action
on objects, but motor imitation is central
S Often teach specific signs as imitation responses
S Also teach MS/Listener Responding
S Dense schedule of manding/NET/some DTI
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7/26/2013
Some Related Classroom
Organization Issues
Level One: Balancing Programs
S Often beginning level one students receive only
“pairing”, match to sample, imitation and listener
responding
S Materials sort vs. card sort (finding enough “easies”)
S Portable reinforcement for instructional control/mands
S “Sanitizing”: avoiding free access to reinforcing materials
S Adequate NET arrangement (i.e. trampolines, balls, video
S Avoid neglect of procedures to build mand, tact
and echoic
Impaired Mand: Some Programming
Considerations
S
Schedule adequate opportunities to mand
S
Provide mand trials across a variety of MO items, across a variety of listeners, and
across settings.
S
Check for MO
S Plan to fade mand prompts: two types of mand transfer trials: within trial and
equipment, computers, magazines, etc.)
S Perhaps limiting staff assignment and establishing an
appropriate consistent area for instruction
Impaired Tact: Some Programming
Considerations
S Teach many tacts
S Teach sufficient exemplars for tact targets
S Be sure student can tact objects
second trial transfer
S Provide sufficient tact training opportunities
S
Consistently use correction procedures for scrolling
S Sequence tact instruction carefully: do not stop at
S
Be careful with use of “generalized mands”, especially at first
S
Avoid chaining extraneous behaviors into mand responses (reach first, then sign)
S
Relation of vocal mands to echoics: select vocal response forms carefully. Use of
vocal mand form may require differential reinforcement of vocal responding in
mand frame or specific echoic program
S
Sequence mand skills carefully: don’t move too early to multiple component mands
or increased MLU for mands; to yes/no mands
tact objects; teach tacts for actions, multiple
component tacts, etc
S Be sure controlling variables are right (that what you
think is a tact is really a tact and not a mand, or in
the case of prompt dependency, an echoic)
Impaired Imitation
Impaired Scanning
S Schedule adequate opportunities for imitation trials
S Avoid “look here” or “Johnny, look here”
S Check for MO/be sure instructional control established
S Use sufficient 0 second prompts but fade prompts asap
S Sequence action to be imitated carefully
S Fade in complexity of array
S Plan to fade prompts (appropriate use of transfer trials)
S May need to start with scanning between reinforcers
S Be sure imitative discrimination is taught (both for object imitation and
S Keep field dynamic (avoid shaping up location selection
motor imitation)
S Consistently use correction procedures
S Provide sufficient training to establish generalized imitation repertoire
S Teach imitation to fluency
S Require clean responding (but keep in mind shaping process)
bias)
S Avoid mastering in field size of 2
S Teach skills such as touch item and/or match item in
various locations
S Run MS/LR discrimination skills as fluency trials
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7/26/2013
Social and Play
Dylan
S The main focus for level 1 learners is conditioning
• 6 Years old
• 1st year in program with
items, activities and peers as reinforcers
ABA supports
S Motivational variables: establishing the value of social
• Attends Autism support
interactions
classroom (elementary)
• Barriers for Dylan
S Be careful not to target eye contact too early (rather
included instructional
control issues, response
requirement weakening
MO, and impaired mand
repertoire
Dylan: Cumulative Mands
Dylan: Cumulative Tacts
10
8
15
6
10
4
5
2
5/7
3/12
5/7
4/9
4/23
3/26
3/12
2/26
2/12
1/29
1/15
12/25
12/11
11/27
4/30
0
0
4/9
• Initial Programming:
– Intensive mand
training
– Establishing
instructional control
• 2nd Phase
12
20
3/19
Number of Mastered Targets
25
4/23
Dylan
Programming
4/16
exemplar training and fluent responding) Social items 4-5
4/2
S Spontaneity: hard to program for! (Comes from multiple
3/26
condition others as reinforcers as above) Social item 3
Programming:
Dylan: Cumulative Echoic Skills
Dylan: Cumulative Imitation
Skills
Dylan: Cumulative MTS Skills
18
16
14
12
10
8
6
4
2
0
6
4
2
5/7
4/30
4/23
4/16
4/9
4/2
3/26
3/19
3/5
3/12
5/7
4/30
4/9
4/23
0
4/16
0
8
4/2
2
10
3/26
4
3/19
6
12
3/12
8
14
3/5
10
2/26
12
2/26
–
–
Imitation
Match to sample
Tacting common
items
Vocal Shaping
Conditioning peers
as reinforcers
Number of Targets Mastered
–
–
–
Total Cumulative Skills in 20 weeks: 68 (20 Mands)
Seth
Programming:
Seth
Age: 12 years
Special Education
eligibility: Autism
•
•
•
•
•
•
•
•
Response Form: Sign Language
Mand: Manding for items sign or
vocal
Listener Responding: pictures of
common items, performing
actions, touch body part
Tact: common items
Intraverbal: fill-in song/animal
noise/common phrase
Visual Performance/Match to
Sample: shapes/colors, nonidentical pictures-field of 10
Motor Imitation: Fine motor,
motor w/objects
Echoic: CV, some early Kauffman
breakdowns
10
7/26/2013
LIU12 Spring Grove Int-Seth:
Cumulative Mands
LIU 12 Spring Grove Int-Seth:
Cumulative Tacts
20
10
15
1
2
3
4
6
15
4
14
13
2
0
5
0
9/4
9/18
10/2
10/16
10/30
11/13
11/27
12/11
12/25
1/15
1/29
2/12
2/26
3/12
3/26
4/9
4/23
0
LIU 12 Spring Grove Int-Seth:
Cumulative Listener Responding
Skills
100
80
60
40
20
LD
5/8/10
Color
LD
Tester
Mand
Tact
Listener
VP/MTS
Play
Social
Mand
Tact
Listener
VP/MTS
Play
Social
Mand
Tact
Listener
VP/MTS
Play
Social
Reading
Writing
LRFFC
IV
Group
Ling.
Echoic
LRFFC
IV
Group
Ling.
Echoic
Vocal
Math
11
LEVEL 2
Imitation
10
50
45
40
35
30
25
20
15
10
5
0
9/26
10/9
10/23
11/6
11/20
12/4
12/18
1/8
1/22
2/5
2/19
3/5
3/19
4/2
4/16
4/30
0
9/19/09
82
12
LIU 12 Spring Grove Int-Seth:
Cumulative Imitation Skills
LIU 12 Spring Grove Int-Seth:
Cumulative VP/MTS Skills
50
45
40
35
30
25
20
15
10
5
0
Date
66.5
LEVEL 3
8
10
Score
1st test:
2nd test:
3rd test:
10
5
Number of Targets Mastered
6/2/98
4th test:
1/29
2/5
2/12
2/19
2/26
3/5
3/12
3/19
3/26
4/2
4/9
4/16
4/23
4/30
5/7
25
15
Seth Almoney
Date of birth:
Age at testing:
12
9
8
7
6
LEVEL 1
Imitation
5
9/26
10/9
10/23
11/6
11/20
12/4
12/18
1/8
1/22
2/5
2/19
3/5
3/19
4/2
4/16
4/30
30
20
Key:
Child's name:
14
35
25
LIU 12 Spring Grove Int-Seth:
Cumulative Intraverbals
16
40
30
9/11
9/25
10/9
10/23
11/6
11/20
12/4
12/18
1/8
1/22
2/5
2/19
3/5
3/19
4/2
4/16
Number of Mastered Targets
35
4
3
2
Total Cumulative Skills in 31 weeks: 261
1
Purpose of Level 2 Programs
and Considerations
S Careful programming and sequencing of skills helps
Common Programming Procedures for
Level 2 and Related Protocols
avoid producing unwanted barriers that will impede
development of a broad language repertoire and which
we must eventually address in the future.
S Considerations:
•
•
•
Don’t be tempted to move too fast through these intervention
programs.
Careful analysis of the appropriates sources of control.
Build a solid foundation of prerequisite skills on which to
base advanced skills.
Level 2 Learners
Level 2 Learners
TACT
MAND
S Expand mands for items, activities, actions: be careful not to stop #5
from level 1 at the 10 criteria…
S Expand tacts for items
S Tacting ongoing actions
S Increase rate of manding
S Tact parts/features of items
S Mands for missing items
S Tact class of set of items
S Spontaneous mands (solely under MO Control..no item present)
S 2-component mands
S Two component tacts (noun-noun, noun verb)
S Multiple component mands
S Tact adjectives (relative concepts: long, big, etc)
S Y/N mands (from task analysis: be careful with this! Remember MO
S Tact prepositions (may need advanced analysis; is a relative concept)
variable, don’t teach too early, can become a generalized mand)
S #9 and 10 come with multiple exemplar training and density of
opportunity to mand: rarely need specific programming
S Yes/No tacts (remember this is really an autoclitic and quite complex
to teach: conditional discrimination or joint control protocols
suggested)
S Tact exclusion from category
11
7/26/2013
Level 2 Learners
Listener Responding
S Discriminating items in larger fields, in messy arrays, and with
similar stimuli
Level 2 Learners
Visual Performance/Match-to-Sample
S Match identical items in larger fields, messy arrays, and with
similar stimuli
S Expand performing motor actions on command
S Discriminating items in picture/book scenes and/or the
natural environment
S Discriminate parts/features
S Match non-identical items (same progression as identical, if
necessary)
S Replicating 3-D block designs, block designs on pictures as
well as from pictures
S Follow instructions involving adjectives and prepositions
S Gradually increase difficulty of puzzles
S Follow two component instructions
S Replicate and then extend sequence patterns
S Follow three component instructions
Level 2 Learners
S Matching items in the natural environment
Level 2 Learners
Social and Play
Imitation
S Peer-Peer pairing
S Imitation of objects requiring discrimination
S Peer-Peer manding
S Play/Leisure skills: can, and should, include
independent engagement.
S Fine motor imitation
S Imitation fluency
S Multiple step motor imitation
S Imitation free of verbal SD (fluency drills may
help in teaching this step)
Level 2 Learners
Intraverbal
S Fill in responses
S Fun activities
S songs
Brandon
Age: 9 years
Eligibility Category:
Autism
Primary Response
Form: Sign Language
S Responding to questions regarding personal information
S Intraverbal by feature, function, and class
S Answering what, who, where questions
12
7/26/2013
Brandon Programming:
Key:
Child's name:
Brandon
Date of birth:
06/10/2001
Age at testing:
1 10
2 10
3 11
4 12
Score
Date
1st test:
5/1/2011
2nd test:
9/1/2011
3rd test:
9/1/2012
4th test:
7/1/2013
Color
Tester
LEVEL 3
Fine Motor Imitation, MI with objects in
discrimination.
•
IV: fill in songs, fill in everyday activities, sign
given word, personal information- name
•
Echoic: sequence of numbers, imitate sounds
and blends, reinforcing words/items
•
Reading: receptive ID and tact of letters,
matching word to picture, receptive ID of name
•
Math: receptive & tact numbers 10-20, count
sets of items vocally up to 15
•
Writing: trace letters capital and lowercase,
copy name
•
Tact: Label common pictures, body parts on
self, body parts on others, body parts by picture,
actions of others.
•
Visual Performance: matching non identical
action pictures, replicate sequence
Mand
Tact
Listener
VP/MTS
Play
Social
Echoic
LRFFC
IV
Group
Ling.
Echoic
Vocal
Math
Imitation
LEVEL 1
Imitation
4
3
2
1
•
•
•
•
Out this week
Out this week
4/16
Tommy: Cumulative Intraverbals
Tommy: Cumulative Listener
Responding Skills
70
60
20
50
5
4/30
0
4/2
2/19
2/5
1/22
1/8
12/18
12/4
0
10
4/16
10
3/19
20
3/5 Out this week
15
30
Common Programming Procedures for
Level 3 and Related Protocols
Out this week
30
25
40
Mands for missing items
Tacts for items, actions,
parts/features of items
LR: Following
instructions to perform
actions, receptive
discrimination of
parts/features
Intraverbal FFC’s
Small group instruction
Conditioning peers
Tommy: Cumulative Tacts
100
90
80
70
60
50
40
30
20
10
0
4/2
3/5
2/5
3/19
2/19
1/8
1/22
12/4
11/6
Social
Ling.
5
•
•
12/18
10/9
11/20
9/25
Play
Group
8
Tommy:
Cumulative Mands for Missing
Items
10/23
VP/MTS
IV
Tommy Programming:
20
18
16
14
12
10
8
6
4
2
0
11/6
Listener
LRFFC
LEVEL 2
learner with limited
skills across all
operants
11/20
Tact
Writing
9
S Started as a non-vocal
10/23
Mand
Reading
10
support classroom at
an intermediate school
Number of Mastered Targets
Social
11
S Attends an autism
9/11
Play
12
S 10 years old
10/9
VP/MTS
13
Tommy
Number of Targets Mastered
Listener
6
Listener Responding: follow directions,
common pictures, identify items from scenes in
a book
9/25
Tact
14
7
•
9/11
Mand
15
8/28
9/11
9/25
10/9
10/23
11/6
11/20
12/4
12/18
1/8
1/22
2/5
2/19
3/5
3/19
4/2
4/16
4/30
•
Total Cumulative Skills in 30 weeks: 198
13
7/26/2013
Purpose of Level 3 Programs
S To continue building on basic learning skills that include more
complex language skills.
S Building toward academic performance, group instruction and
more complex verbal and social relations (Will not cover in depth
academic components)
S Procedures need to include:
S
Generalization
S
Spontaneity
S
Transfer between operants
S
Social and verbal interactions with peers
S
Use of new skills in a functional and meaningful way in the student’s
day to day natural environment.
Level 3 Learners
Level 3 Learners
MAND
S Mands for removal of aversive stimuli (remember why this
is at level 3!)
S Mands for attention
S Mands for information
Level 3 Learners
TACT
Listener Responding
S Expand tacts for adjectives, prepositions
S Discriminate 4-component non-verbal combinations
S Tact pronouns, adverbs
S Follow instructions involving adjectives and
S Tact at least 4 specific aspects of items when
presented with rotating verbal questions about the
item.
S Tact emotional states and social situations
Level 3 Learners
prepositions
S Follow instructions regarding pronouns and adverbs
S Discriminate among common social situations and
emotional states
Level 3 Learners
Visual Performance/Match-to-Sample
Social and Play
S Expand non-identical matching (large messy arrays with at
S Peer-Peer manding with “Wh” questions
least 3 similar stimuli)
S Extend or continue patterns and sequences
S Sorting items into categories
S Matching models of art/craft type activities
S Play/Leisure skills…independent
S Play/Leisure…with peers
S Verbal exchanges with peers
14
7/26/2013
Level 3 Learners
Level 3 Learners
LRFFC
Intraverbal
S Select correct item from natural environment when
S Increased range of intraverbal responses (300+); can
presented with a “WH” question regarding feature, function,
or class of items
S Select correct item when given 4-component “WH”
questions
S Select multiple items (“all”, specific quantities, “both”)
include expanding FFC’s
S Respond to “WH” questions
S Answer intraverbal yes/no questions
S Describe events, movies, stories
S Answer questions about a story read
S Answer multiple questions regarding a specific topic
Level 3 Learners
Classroom Routines
S Work independently in a group for 5-15 minutes and stay
on task
S Toileting skills
Group Instruction
S Respond in group to known instructions (unison/choral
responding)
S Learning new behaviors in a group format
Reading Mastery
Academic Skills in Conjunction or
Beyond VB-MAPP
S If student not at grade level, use sequenced and
evidence-based curricula to teach academic skills
(Reading Mastery, Corrective Reading, Distar
Math, Connecting Math Concepts, Language for
Learning, Sensible Pencil).
S Make sure students have necessary skills to begin
these programs…Placement test does not
necessarily give you this information.
Language for Learning
S Echo sounds/words
S Echo words/phrases
S Imitate prosody…speed (fast and slow)
S Discriminate and Tact many items and actions
S Sustain a sound for about 3 seconds
S Follow simple instructions
S Respond to simple yes/no questions
S Perform simple actions on command
S Describe objects (parts/features)
S Respond to name
15
7/26/2013
Distar Math
S Echo words/phrases
S Respond to simple yes/no questions
S Respond to “Stop”
S Rote count
So what do I teach if he/she is not ready?
S Start with “show me ready”:
S Ready hands (hands folded on lap)
S Seated in chair
S Feet on floor
S Body and eye gaze oriented toward teacher
S Match-to-sample
S Replicate patterns/sequences
S Teach first in imitation, then transfer to listener
response
S Prepositions/positional concepts (top/bottom, first, next…)
Other Critical Skills
S Choral/unison: Students’ ability to respond along with
others in a group setting (responding on signal).
S Individual Responding: Student’s ability to respond
when called on in a group setting.
Ashley
Age: 9 years
Eligibility Category:
Autism
Vocal response Form
S Waiting for others individual responses: Student’s
ability to remain quiet and attentive when it is another
student’s individual turn to respond.
Video: Tonya group
Ashley Programming:
•
•
•
•
•
•
•
•
•
•
Manding: for information using who
and where questions
Peer to Peer Manding
Visual Performance: continuing a
pattern, sequencing, replicating block
designs
Tact: common items/pictures, multiple
component noun/noun, adjectives, 2
component noun/verb and verb/noun
combinations
LR: perform 2 consecutive actions,
adjectives, common items/pictures, ID
items that don't belong, 2 step actions
Echoic: echo phrases, number
sequences
IV: Feature, function, class
Reading: grade level site words, reading
groups of known words and phrases,
Headsprout
Language for Learning and Reading
Mastery Spelling: grade level site words
Math: count given items
Damon
Age: 9 years
Category of eligibility: Autism
16
7/26/2013
Damon
Programming:
Programming Checklist & Worksheet
Student Checklist
Confirmed that program is at proper level (from student’s assessment(s)
• Mand Frequency
• Mand for
•
•
•
•
•
Information
Peer to Peer Mand
Social Skills Training
Intraverbal skills
(imbedded in social
skills training)
SRA Reading
Mastery Level 2
Math Program
Student: _______________ Date: __________ Program: _________________________
Completed
Y
N
Checked for critical component skills before starting new program or
increasing the difficulty level of current program (probe or data)
Y
N
Developed a clear definition of the expected student behavior and
mastery criteria
Y
N
Scheduled practice opportunities to use skill (NET, contrived, captured)
Y
N
Teacher Checklist
Reviewed teaching procedures, including prompt and prompt fade
procedures
Determined a sequence of instruction
Notes
Behavior:
Mastery Criteria:
How often:
When:
Where:
With Whom:
Material(s):
Completed
Y
N
Y
N
Determined targets that are relevant to the student
Y
N
Determined/developed data collection system to monitor progress
Y
N
Determined and gathered materials for instruction
Y
N
Planned for generalization
Y
N
Provided staff training and resources if necessary
Y
N
Notes
People
Setting
Examples
Who
What
When
Prior to New Program Selection:
S Issue of response adduction
S Probe for skill acquisition without specific
teaching
Contact Information
Thank You for Your
Participation!
www.pattan.net
Amiris DiPuglia
[email protected]
Commonwealth of Pennsylvania
Tom Corbett, Governor
Pennsylvania Department of Education
William E. Harner, Ph.D., Acting Secretary
Carolyn C. Dumaresq, Ed.D.
Executive Deputy Secretary
John J.Tommasini, Director
Bureau of Special Education
17