Using the Verbal Behavior Approach to Teach Children with Autism
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Using the Verbal Behavior Approach to Teach Children with Autism
Mary Lynch Barbera, RN, MSN, BCBA www.vbapproach.com May 2009 Autism One Conference
My Autism Journey
• July 2, 1999 – Lucas was diagnosed with moderate to severe autism one day before his third birthday. • September 1999 – Started 40 hours/wk ABA program with Lovaas consultant coming monthly. • June 2000 – Founding President of Autism Society of Berks. • December 2003 – Became a Board Certified Behavior Analyst and Lead Behavior Analyst for the PA Verbal Behavior Project. • May 2005 – Published the results of a single subject multiple baseline study that I designed in The Analysis of Verbal Behavior. • May 2007 –Publication of my book: The Verbal Behavior Approach: How to Teach Children with Autism and Related Disorders.
Lovaas Study
• Published in 1987
– 59 children (3 years age or under) diagnosed with autism
• 19 received 40 hours/wk 1:1 ABA for 2 years • 20 received 10 hours/wk • 20 received standard special education classrooms/OT/speech • 47% of those receiving 40 hours/wk of treatment became “indistinguishable from their peers by first grade”
ABA as the treatment of choice
• Applied Behavior Analysis (ABA) is the only scientifically validated treatment for autism and is recommended by the U.S. Surgeon General. • ABA treatment became popular in the mid-1990’s when Catherine Maurice, a parent of two children with autism who both “recovered” from autism using this approach, published two books detailing Lovaas type ABA therapy.
An Overview of ABA
Applied Behavior Analysis (ABA)
• Definition
“Applied behavior analysis is the science in which procedures derived from the principles of behavior are systematically applied to improve socially significant behavior.” (Cooper, Heron, and Heward)
Basic Principles of ABA
• Behavior is defined in objective and measurable terms • Examines the functional relationship between behavior and its controlling variables • Analyzes socially significant behavior in need of improvement • Analyzes behavior through a three term contingency
Three Term Contingency
• Antecedent--Behavior-Consequences A—B—C Also Described As
Discriminative Stimulus--Response-Consequence
MO/SD—R—Reinf. or Punish.
Basic Behavioral Principles
Antecedent - any stimulus that happens before a behavior Behavior - an observable and measurable act of an individual Consequence - any stimulus that happens after a behavior
Three (Really Four) Term Contingency
Antecedent--Behavior--Consequences
Motivation is now seen as playing a significant role in this model (Michael)
Examples of Three Term Contingency
• “Touch nose” – Child touches nose – receives piece of cookie • “Do Puzzle” – Child falls to floor – Demand withdrawn
You use the principles of ABA all day long!
• ABA is used to:
– Increase positive behaviors
• Language, self care skills, academic skills.
– Decrease negative behaviors
• Tantrums, biting, kicking, crying
$1000 Activity
• Think of a child you know with challenging behaviors:
– If I gave you $1000 for that child to have a “good day” with little to no problem behavior, what would you do?
Pick one or two target behaviors
• Select the target behavior to be reduced by examining…
– The seriousness of the behavior…if could injure self or others…target these before behaviors such as hand flapping or poor attention. – The frequency of the behavior
Define Setting Event
• Aspects of a person’s environment or daily routine that do not necessarily occur immediately before the behavior.
– – – – – – Medication adjustment Medical problems (pink eye, diaper rash) Sleep problems Eating routines/diet Number of people in room Daily schedule (how predictable/how much choice)
Immediate Antecedents
• What triggered the behavior
What happened immediately before problem behavior started: Computer was turned off Told child to hang up coat Child saw candy and wanted it
Using the principles of ABA to reduce problem behavior
Define Behavior----Be Specific!! Kicking his feet against the chair, throwing books, biting his own fingers, hitting his head with his fist. NOT: Having a tough time, frustrated, irritable
Consequences
• Reinforcement
– A consequence that results in increasing or maintaining the future rate of behavior it follows.
Punishment
– A consequence that results in decreasing the future rate of behavior it follows.
Consequences
• Any behavior that occurs repeatedly is serving some useful function and producing some type of reinforcement.
Consequences
• After a behavior has occurred the environment can change in several ways:
1. A neutral event can happen: if nothing happens that is relevant, the consequence will likely have no effect on the behavior. 2. Things can get better: if things get better, the behavior will likely occur again under similar conditions. This is called reinforcement. 3. Things can get worse: if things get worse, the behavior will likely not occur again under similar conditions. This is called punishment.
Things Get Better: Reinforcement
• Reinforcement is a change in the environment following a behavior that increases the future probability of that behavior under similar circumstances.
Things Get Worse: Punishment
• When things get worse following a behavior, the behavior is less likely to occur in the future under similar circumstances. This is punishment. • Punishment decreases the likelihood of behavior; Reinforcement (including negative reinforcement) increases behavior.
Is Time Out a Reinforcement or a Punishment?
• Need to look whether time out is increasing or decreasing the frequency of the target behavior. • Most people think Time Out is a punisher but it functions as a reinforcement for many children.
Take Data To Identify the A, B, and C
• Without taking baseline date and identifying the antecedent, behavior, and consequence, it is not wise to implement a behavior reduction strategy
Functions of Problem Behavior
• To obtain something desirable (Attention, Tangibles, Sensory Stimulation). • To avoid or escape something undesirable (Task avoidance).
Antecedent Interventions
• Changing the environment before the behavior occurs to prevent the behavior. Focus on pairing/manding 8 positives to every negative Reconfigure class layout or ratio Give more or less time at a center Get more sleep at night or nap Eat breakfast or serve snack earlier Provide transition warnings
Reactive Interventions
• Interventions implemented after problem behavior occurs. • Some examples:
– Count and Mand (use for attention only) – Planned Ignoring (use for attention only) – Time Out (use for attention only) – Work through Demand (use for escape only)
Count and Mand
• • • Explained in Chapter 2 of my book Used for access to tangibles/attention only! Can also use count and give choice, count and R+, or count and give attention. Steps: 5. Stop the problem behavior (hands down, be quiet, no kicking) 6. Silent count to 3, 5, or 10—if problem behavior resumes, return to # 1. 7. Prompt the mand “cookie”—child echoes “cookie” Right…how do you ask?…child responds “cookie”….deliver R+.
Combined Approach
• Spend 95% of your time preventing problem behavior • When negative behaviors do occur, use reactive intervention consequences at the moment.
– Count and Mand – Planned Ignoring – Time Out – Work Through Demand
If you find yourself using reactive interventions frequently
• You need to continue to take data or restart data taking to determine setting events, antecedents and functions of target behavior • Your demands might be too high and/or reinforcement might be too low • The environment might need to be changed
Three things that matter no matter what the age or functioning level!! 1. Problem behaviors at or near 0 2. Ability to request wants and needs to an unfamiliar adult 3. Independent toileting ****2-minute activity****
Case Studies
• Case Study # 1 • Amy’s mother reports that Amy is a poor sleeper. Each Monday morning she arrives to daycare and begins to play. When she is called to circle, Amy cries and throws herself to the ground. The staff tries to find something less aversive to Amy and usually tries bouncing Amy on the ball to get her calm. Amy does usually quiet down on the ball.
Case Study Questions
• • • • • What might be a setting event? What is the immediate antecedent? What is the behavior? What is the consequence? Does the consequence serve as a Reinforcer or Punishment?
Case Study #1 (cont.)
• Will the behaviors likely go up or down? • What is the most likely the function of Amy’s behavior? • What are some interventions you would recommend to help reduce Amy’s negative behavior
Using ABA and Verbal Behavior (VB) to Increase Positive Behaviors
• Increasing language and learning skills using the principles of ABA and B.F. Skinner’s Analysis of Verbal Behavior
What is Verbal Behavior?
Behavior that is reinforced through the mediation of another person’s behavior
Applied Behavior Analysis
Direct Instruction Intensive behavioral Intervention Precision Teaching Fluency Based Instruction
Discrete Trial Teaching Lovaas Therapy
Verbal Behavior Incidental Teaching
Dual Path of Applied Behavior Analysis Research LOVAAS (UCLA) ABA Research Plus Discrete Trial Training (structure) MICHAEL (WMU) ABA Research Plus Discrete Trial Training Plus Skinner’s Analysis of Verbal Behavior (function)
Common terms for the Verbal Operants
Mand = request Tact = label Intraverbal = conversation, answering a question, responding when someone else talks Echoic = repeating what someone else says Receptive or Listener Responding = following directions
What is “Coffee”???????
Is it a… • MAND? • TACT? • INTRAVERBAL?
MAND
ECHOIC
TACT (FFC)
INTRAVERBAL
RECEPTIVE (FFC)
Verbal Operants
Verbal Operant
Mand
Antecedent
Motivative Operation (wants cookie) Sensory Stimuli (sees or smells cookie) Verbal stimulus (someone says:”What do you eat?” Verbal Stimulus (someone says “cookie”) Verbal stimulus (someone says “touch cooke”)*
Behavior
Verbal behavior (says “cookie”) Verbal behavior (says “cookie”)
Consequence
Direct reinforcement (gets cookie) Non-specific reinforcement (gets praised, for instance) Non-specific reinforcement (gets praised, for instance) Non-specific reinforcement (gets praised, for instance) Non-specific reinforcement (gets praised, for instance)
Tact
Intraverbal
Verbal behavior (says “cookie”)
Echoic
Verbal behavior: repeats all or part of antecedent (says “cookie”) Non-verbal behavior (child touches cookie)
Receptive (actually not a verbal operant)
Verbal Behavior Activity
As a result of: One has a tendency to: This is a: Seeing a grape Hearing a horn Someone saying “what says moo?” Saying “grape” Saying “truck” Saying “cow”
Wanting a push on the swing
Saying “push”
Being told to “stand up”
Standing up
Someone “winnie the”
Saying “pooh”
Someone says “potty”
Saying “potty”
Seeing a stranger
Saying “what’s your name?”
Seeing a tree
Saying “tree”
Two other related skills:
Imitation: Given another person’s motor action in the antecedent condition, the child performs the same action. Match to Sample: matching activities involving either identical or nonidentical items. (This is a very simplistic definition for a very critical skill area also referred to as conditional discriminations.)
Teaching the Mand
Why Teaching Mands is Important
• It helps children avoid frustration in communicating their needs and wants • It is relatively easy to do because you are using the child’s own motivation as a tool • It is a natural first step in teaching communication
The Mand (Requesting)
All mands have one thing in common: in the antecedent condition, there is a Motivative Operation (or motivation) in place. A= thirst (MO) B= “I want juice” C= student gets juice If a child does not want the item, you cannot teach them to mand for it.
Examples of contriving an MO
• Holding up an M&M within eyesight of the child • Giving the child a bottle with a tight lid. In the bottle is his favorite toy. • Giving the child a bowl of cereal with no spoon. • Giving the child a toy that requires batteries but withholding the batteries • Briefly turning on his or her favorite video. • Giving a bit of his or her favorite snack to another child.
When Negative Behaviors Occur During Mand Training
Do not reinforce whining/crying or other negative behaviors Count and Mand Child has to learn that crying will not get them anything….appropriate manding will!
Keep Number and Effort of Demands Low at First
• Carefully assess skills • Gradually fade in more difficult tasks • Avoid escape oriented behaviors: effort and demands should always be outweighed by easy responding • Make demands low at first: deliver reinforcement much more often than you ask the child to perform
The Assessment Of Basic Language and Learning Skills
The ABLLS
Structure Of ABLLS
T h r e e C o m p o n e n ts A B L L S P ro to c o l C u r r ic u lu m & S c o r in g R e c o r d C h ild S c o r e s S k ills T r a c k in g S y s t e m A B L L S G u id e S c o r in g I n s t r u c t i o n s I E P D e v e lo p m e n t G u id e A n l. S c o r e s & E s t . P r io r it ie s T e a c h i n g L a n g u a g e t o C h il d r e n w it h A u t is m V e r b a l B e h a v io r W h a t & H o w to T e a c h
Daniel’s ABLLS A-H
ABLLS is an assessment of language and learning skills originally developed This spreadsheet is for private use only Color Key Date January 0, 1900 C 52 ● . . . . January 0, 1900 C 51 ● . . . . January 0, 1900 C 50 ● . . . . C 49 ● . . . . C 48 ● . . . . C 47 ● . . . . C 46 ● . . . . C 45 ● . . . . C 44 ● . . . . C 43 ● . . . . C 42 ● . . . . C 41 ● . . . . C 40 ● . . . . C 39 ● . . . . C 38 ● . . . . C 37 ● . . . . C 36 ● . . . . C 35 ● . . . . C 34 ● . . . . C 33 ● . . . . C 32 ● . . . . C 31 ● . . . . C 30 ● . . . . C 29 ● . . . . C 28 ● . . . . C 27 ● . . . . C 26 ● . . . . C 25 ● . . . . C 24 ● . . . . C 23 ● . . . . C 22 ● . . . . B 21 ● . . . . C 21 ● . . . . B 20 ● . . . . C 20 ● . . . . B 19 ● . . . . C 19 ● . . . . B 18 ● . . . . C 18 ● . . . . B 17 ● . . . . C 17 ● . . . . B 16 ● . . . . C 16 ● . . . . B 15 ● . . . . C 15 ● . . . . B 14 ● . . . . C 14 ● . . . . B 13 ● . . . . C 13 ● . . . . B 12 ● . . . . C 12 ● . . . . A 11 ● . . . . B 11 ○ 1 . . . C 11 ● . . . . A 10 ● . . . . B 10 ○ 1 1 . . C 10 ● . . . . A 9 ○ 1 1. . B 9 ○ 1 1. . C 9 ●. . . . A 8 ○ 1. . . B 8 ●. . . . C 8 ●. . . . A 7 ○ 1. . . B 7 ●. . . . C 7 ●. . . . A 6 ○ 1 1. . B 6 ●. . . . C 6 ●. . . . A 5 ○ 1 1. . B 5 ●. . . . C 5 ●. . . . A 4 ○ 1 1. . B 4 ●. . . . C 4 ○ 1 1. . A 3 ○ 1 1 1 1 B 3 ●. . . . C 3 ○ 1 1. . A 2 ○ 1 1. . B 2 ●. . . . C 2 ○ 1 1. . A 1 ○ 1 1 1 1 B 1 ○ 1. . . C 1 ○ 1 1. .
A - Cooperation & Reinforcer Effectiveness B - Visual Performance C - Receptive Language
by James W. Partington, Ph.D. and Mark L. Sundberg, Ph.D.
D D D D D D D D D D D D D
13 12 11 10 9 8 7 6 5 4 3 2 1
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D - Imitation
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E E E E E E E E E
9 8 7 6 5 4 3 2 1
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F F F F F F F F F F F F F F F F F F F F F F F F F F F
27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
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F - Requests
G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G
42 41 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
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H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H
42 41 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
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E - Vocal Imitation
G - Labelling
H - Intraverbals
Daniel’s ABLLS I-R
I I I I I I I I I
9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ?
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J J J J J J J J J J J J J J J J J J J J
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
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K K K K K K K K K K
10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ?
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. . . . . . . . 1 1. 1 1 1
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L L L L L L L L L L L L L L L L L L L L L L
22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
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M M M M M M M M M M M M
12 11 10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ? ? ?
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N N N N N N N N N N
10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ?
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P P P P P P
6 5 4 3 2 1
? ? ? ? ? ?
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Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q
15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
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I - Spontaneous Vocalization
J - Syntax and Grammar
K - Play and Leisure
L - Social Interaction
M - Group Instruction
N - Classroom Routines
P - Generalized Responding
Q - Reading
Daniel’s ABLLS S-Z
S S S S S S S S S
9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ?
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T T T T T T
6 5 4 3 2 1
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U U U U U U U U U U U U U U U
15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
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V V V V V V V V V V
10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ?
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W W W W W W W
7 6 5 4 3 2 1
? ? ? ? ? ? ?
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X X X X X X X X X X
10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ?
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Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y
28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
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1 1 . . . . . . . . . . . . . 1 1 1 1 . . 1 1 1 1 1 1 1 1 1 1
1 1 . . . . . . . . . . . . . 1 1 1 1 . . 1 1 1 1 1 1 1 1 1 1
Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z
28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
. . . . . . 1 1 1 . . . . . . . . . . . . . . . . . . . . . . . . 1 1 1 1 1 1 . . . . . . . . . . . . . . . . . . . . . 1 1 1 1 1 1 . . . 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
. . 1 . . . . . . . . 1 1 . . . . . . . 1 1 . 1 1 1 1 1
S - Writing
T - Spelling
U - Dressing
V - Eating
W - Grooming
X - Toileting
Y - Gross Motor
Z - Fine Motor
Mason’s ABLLS
Nam M e: ason DOB:
J an 05 2005 2/25/2005 o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o
C52 C51 C50 C49 C48 C47 C46 C45 C44 C43 C42 C41 C40 C39 C38 C37 C36 C35 C34 C33 C32 C31 C30 C29 C28 C27 C26 C25 C24 C23 C22 C21 C20 C19 C18 C17 C16 C15 C14 C13 C12 C11 C10 C9 C8 C7 C6 C5 C4 C3 C2 C1
Receptive Language
o A11 o A10 o A9 o A8 o A7 o A6 o A5 o A4 o A3 o A2 o A1
Cooperation & Reinforcers
o o o o o o o o o o o o o o o o o o o o o
B21 B20 B19 B18 B17 B16 B15 B14 B13 B12 B11 B10 B9 B8 B7 B6 B5 B4 B3 B2 B1
Visual Performance
o o o o o o o o o o o o o
D13 D12 D11 D10 D9 D8 D7 D6 D5 D4 D3 D2 D1
Imitation
o o o o o o o o o
E9 E8 E7 E6 E5 E4 E3 E2 E1
o o o o o o o o o o o o o o o o o o o o o o o o o o o
F27 F26 F25 F24 F23 F22 F21 F20 F19 F18 F17 F16 F15 F14 F13 F12 F11 F10 F9 F8 F7 F6 F5 F4 F3 F2 F1
Requests
o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o
G42 G41 G40 G39 G38 G37 G36 G35 G34 G33 G32 G31 G30 G29 G28 G27 G26 G25 G24 G23 G22 G21 G20 G19 G18 G17 G16 G15 G14 G13 G12 G11 G10 G9 G8 G7 G6 G5 G4 G3 G2 G1
Labeling
o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o
H42 H41 H40 H39 H38 H37 H36 H35 H34 H33 H32 H31 H30 H29 H28 H27 H26 H25 H24 H23 H22 H21 H20 H19 H18 H17 H16 H15 H14 H13 H12 H11 H10 H9 H8 H7 H6 H5 H4 H3 H2 H1
Intraverbals
o o o o o o o o o
I9 I8 I7 I6 I5 I4 I3 I2 I1
Vocals
Vocal Imitation
Spontaneous
Recommendations for Mason 1/5/05
• Matching Identical Objects/Pictures (F/3) • Increase Verbal Imitation using Mand • Work on Fill-ins with songs • Baseline Labels • Set up Mand Sessions (2) 10-minute sessions/day • Keep demands low (VR 3 or 4)
Recommendations for Mason 2/25/05
• Puzzles/easy toys (shape sorter) • Matching—start categories –make sure he knows tacts of exemplars • Prompt him to request actions and missing items • Baseline labels (buy flash cards) • Mix 80% easy to 20% hard w/VR 3 • Continue teaching songs • Play doh and coloring • RFFC to TFFC to IFFC with item as answer • Count and Mand for access to tangibles
Lilly’s ABLLS
ABLLS is an assessment of language and learning skills originally developed by James W. This spreadsheet is for private use only Color Key Date January 0, 1900 C 52 ● . . . . January 0, 1900 C 51 ● . . . . January 0, 1900 C 50 ● . . . . C 49 ● . . . . C 48 ● . . . . C 47 ● . . . . C 46 ● . . . . C 45 ● . . . . C 44 ● . . . . C 43 ● . . . . C 42 ● . . . . C 41 ● . . . . C 40 ○ 1 1 . . C 39 ○ 1 1 1 . C 38 ○ 1 1 . . C 37 ○ 1 1 1 1 C 36 ● . . . . C 35 ○ 1 1 1 1 C 34 ● . . . . C 33 ● . . . . C 32 ● . . . . C 31 ○ 1 1 . . C 30 ○ 1 1 1 1 C 29 ○ 1 1 1 1 C 28 ○ 1 1 1 1 C 27 ○ 1 1 1 1 C 26 ○ 1 1 . . C 25 ○ 1 1 . . C 24 ○ 1 1 1 . C 23 ○ 1 1 1 . C 22 ○ 1 1 1 . B 21 ● . . . . C 21 ○ 1 . . . B 20 ● . . . . C 20 ● . . . . B 19 ● . . . . C 19 ○ 1 1 1 1 B 18 ● . . . . C 18 ○ 1 1 1 1 B 17 ● . . . . C 17 ○ 1 1 1 1 B 16 ● . . . . C 16 ○ 1 1 1 1 B 15 ● . . . . C 15 ○ 1 1 1 1 B 14 ● . . . . C 14 ○ 1 1 1 1 B 13 ● . . . . C 13 ○ 1 1 1 1 D 13 ● . B 12 ● . . . . C 12 ○ 1 1 1 1 D 12 ○ 1 A 11 ○ 1 . . . B 11 ○ 1 . . . C 11 ○ 1 1 1 1 D 11 ○ 1 A 10 ● . . . . B 10 ○ 1 1 1 1 C 10 ○ 1 1 . . D 10 ● . A 9 ○ 1 1. . B 9 ●. . . . C 9 ○ 1 1 1 1 D 9 ○ 1 A 8 ○ 1. . . B 8 ●. . . . C 8 ○ 1 1 1 1 D 8 ○ 1 A 7 ○ 1 1 1. B 7 ●. . . . C 7 ○ 1 1 1 1 D 7 ○ 1 A 6 ○ 1 1 1 1 B 6 ●. . . . C 6 ○ 1 1 1 1 D 6 ○ 1 A 5 ○ 1 1 1 1 B 5 ○ 1 1 1. C 5 ○ 1 1 1 1 D 5 ○ 1 A 4 ○ 1 1 1 1 B 4 ○ 1 1 1 1 C 4 ○ 1 1 1 1 D 4 ○ 1 A 3 ○ 1 1 1 1 B 3 ○ 1 1 1 1 C 3 ○ 1 1 1 1 D 3 ○ 1 A 2 ○ 1 1 1 1 B 2 ○ 1 1 1 1 C 2 ○ 1 1 1 1 D 2 ●. A 1 ○ 1 1 1 1 B 1 ○ 1 1 1 1 C 1 ○ 1 1 1 1 D 1 ○ 1
A - Cooperation & Reinforcer Effectiveness B - Visual Performance C - Receptive Language
Partington, Ph.D. and Mark L. Sundberg, Ph.D.
.
. . 1 1 1 1. . . . . 1 1. 1. . 1. . 1 1 1 1 1 1 1 1 1 1 1 1 . . . 1 1 1
E E E E E E E E E
9 8 7 6 5 4 3 2 1
○ 1. . . ○ 1 1 1. ●. . . . ●. . . . ○ 1. . . ○ 1 1 1 1 ○ 1. . . ○ 1 1 1 1 ○ 1 1 1 1
E - Vocal Imitation
F F F F F F F F F F F F F F F F F F F F F F F F F F F
27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
○ 1 1. . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ○ 1 1. . ○ 1 1. . ●. . . . ○ 1 1. . ○ 1 1. . ○1 1 1 1 ●. . . . ○ 1 1 1. ○ 1 1 1. ○1 1 1 1 ○1 1 1 1 ○1 1 1 1
F - Requests
G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G
42 41 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
○1 1 1 1 ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ○1 1 1 1 ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ○ 1 1. . ○ 1 1. . ○ 1 1. . ○ 1 1. . ○1 1 1 1 ○ 1 1 1. ○1 1 1 1 ●. . . . ○ 1 1. . ○ 1 1. . ○ 1. . . ○ 1. . . ○1 1 1 1 ○ 1 1 1. ○1 1 1 1
G - Labelling
H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H
42 41 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ○ 1. . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ○ 1 1 1. ●. . . . ○1 1 1 1 ○1 1 1 1 ○1 1 1 1 ○1 1 1 1
H - Intraverbals
I I I I I I I I I
9 8 7 6 5 4 3 2 1
●. . . . ○1 1 1 1 ○1 1 1 1 ○1 1 1 1 ○ 1 1 1. ○ 1 1 1. ○ 1 1. . ○1 1 1 1 ○1 1 1 1
I - Spontaneous Vocalization
D - Imitation
ABLLS--Lucas
Color Key Date 9/6/2007 Lucas B. June 7, 2007 January 0, 1900 C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C 52 51 50 49 48 47 46 45 44 43 42 41 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 1 1 1 1 1 1 1 1 1 1. . . . . . 1 1. . 1 2 2. 2 2. . 1 1 1 1 1 1 1 1 . . . . 1 1. . 1 1 1 1 1 1 1 1 1 1 1 1 1 1. . 1 1 1 1 1 1 1 1 1 1. . 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 . . . . 1 1 1 1 1 1 1 1 1 1 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
C - Receptive Language
A A A A A A A A A A A
11 10 9 8 7 6 5 4 3 2 1
1 1 . . . . 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1
. . . 2 1 1 1 1 1 1 1
. . . 2 1 1 1 1 1 1 1
B B B B B B B B B B B B B B B B B B B B B
21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 . . 1 1 1. 1. 1. 1 1 1 1 1 1 1 1 1 1 1 1 1 1 . . 1 1 1 1 1 1 1 1 1 1 1 1 . .
D D D D D D D D D D D D D
13 12 11 10 9 8 7 6 5 4 3 2 1
. 1 1 1 1 1 1 1 1 1 1 1 1
. 1 1 1 1 1 1 1 1 1 1 1 1
. 1 1 1 1 1 1 1 1 1 1 1 1
. 1 1 1 1 1 1 1 1 1 1 1 1
E E E E E E E E E
9 8 7 6 5 4 3 2 1
1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1
1 1 1 2 1 1 1 1 1
. 1 1 . . 1 1 1 1
F F F F F F F F F F F F F F F F F F F F F F F F F F F
27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
1 1 . . 1 1 . . 1 1 . . . . . . . . . . . . . . . . . . 1 1 1 1 1 1 1 1 1 1 1. 1 1 1 1 1 1 1 1 1 1 1 1 . .
. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . 1 1 1. . 1 1 1 1 1 1 1 1 1 1 1 1
.
G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G
42 41 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
. . . . . . . . . .
. . . . . . . . . . 1. . . . . . . 1 1 1 1 1 1 1 2 . . 2 2 2 2 . . . . . . 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 . . . . 1 1 1 1 1 1 1 1 1 1 1 1
. . . . . . . . . . . . . .
. . . . . . . . . . . . . .
1 1 1 1 . 2 2 . . 2 2 2 2 . . . . . . . . 1. 1 2 1 1 1 1 1 1 1 1 2 2 1 2 1 1 . . . . 1 1 1 1 1 1 1 1 1 1 1 1 .
H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H
42 41 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
. . . . . . . . .
. . . . . . . . . 1 1. . . . . . . . . . . . . . . . . . . 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1. 1 1 1 1. . 1 1. 1 1 1 1 1. 1 1. 1 1. 1 1. 1 1 1 1 1 1 1 1 1 1 1 1 . . . 1 1 1 1 1 1
. . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 1 . 1 1
I I I I I I I I I
9 8 7 6 5 4 3 2 1
. 1 1 1 1 1 1 1 1
. 1 1 1 1 1 1 1 1
. . 1 1 1 1 1 1 1
. . 1 1 1 1 . 1 1
A - Cooperation & Reinforcer Effectiveness
B - Visual Performance
D - Imitation
E - Vocal Imitation
F - Requests
G - Labelling
H - Intraverbals
I - Spontaneous Vocalization
VB MAPP--Lucas
Key: Score Child's name Lucas Barbera Date of birth 7/3/1996 2nd test: Date Color Tester M. Barbera 117.5 Aug07 1st test: 3rd test:
LEVEL 3
Mand Tact Listener VP/MTS Math Reading Writing Social/play LRFFC IV Group Ling.
15 14 13 12 11 LEVEL 2
Mand Tact Listener VP/MTS Imitation Echoic Play Social LRFFC IV Group/CR Ling.
10 9 8 7 6
LEVEL 1
Mand Tact Listener VP/MTS Imitation Echoic Play Social Vocal
` 5 4 3 2 1
Language Barriers--Lucas
Key Date Color Tester Child's name: Lucas Barbera Date of birth: 7/3/1996 1st Asses. 08/2007 M. Barbera 2nd Asses. 3rd Asses.
Inst. Control Behavior Prob. Defective Mand Defective Tact Defective Imit. Defective Echo Defective MTS
5 4 3 2 1
1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3
Defective List.
Defective IV
Prompt Dep.
Generalization
Scrolling
Defective Scan
Defective C
D
5 4 3 2 1
1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3
Weak MOs
RR Weakens MO SelfStim
Defective Artic. OCB
Reinf. Depend.
Attending
5 4 3 2 1
1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3
Recommendations for Lucas
• Intensive teaching and NET sessions • VR 15 (with 80% easy/20% hard) • Teach prepositions/pronouns • Teach manding for attention/information • Edmark reading program • Teach coin and time identification • Leisure and self care skills
Thirteen Intervention Tips
• Thirteen tips based on the science of ABA and BF Skinner’s analysis of Verbal Behavior that you can start using immediately with all children and adults with language delays and disorders
# 1 – Be Positive
1. Be Positive! Use 8 positives for every negative. Don’t overuse the child’s name especially when saying “no” or placing a demand
#2 Pairing
2. “Pair” yourself and the
environment with reinforcement by giving the child lots of reinforcement with no effort required .
# 3 Giving Directions
3.
• • • • • • When giving a child a direction Simplify the language Make sure you are close enough and loud enough for him to hear. Get down to child’s level to get child’s attention Only give directions you can make the child do Give the instruction only once and, if no response, prompt the child to complete the task. Don’t give the child a direction you’re not willing to follow through with
#4 Reinforcement
4.Look for things that reinforce the
child. Set up high interest activities: bubbles, water play, balls, wind up toys to see if any of these are motivators. Put these things out of reach so the child needs you to get them.
#5 Mand Training
1. Teach the child to communicate his needs and wants…first by pulling, reaching…then by using sign language, pictures, or words. Teach 3-5 signs at a time.
#6 Matching
2. Teach the child to match items and pictures. Label the item instead of using the command “match” or “put with same.”
# 7 Imitation
7. Teach imitation skills.
–With objects/toys. –Gross motor….Pick 2 or 3 movements to target at the same time. Provide as much prompting as needed to ensure the child is successful.
# 8 Receptive Skills
8.
Teach receptive skills. Touch body parts, items or pictures…pick 2 or 3 receptive skills… provide as much prompting as needed to ensure the child is successful.
#9 Give Directions You Can Prompt
9. Since you can’t force a child to
speak, do not use “say______” if the child cannot speak or if this is a hard skill. (Say “cookie, cookie, cookie” as you deliver a small piece of cookie)
# 10 Teach Fill-ins to Songs
10.
Use music and familiar nursery rhymes…leave the last word of each line blank to see if child fills it in.
# 11 Sabotage Daily Life
1. Sabotage daily life to see if child notices/indicates/or requests:
• • • • • Give cup without juice. Cereal without spoon. Coming upstairs, do not turn off music. Spill milk…don’t clean it up immediately. Go a different route in the mall.
# 12 Do Not Reinforce Problem Behavior
12. Do not respond whining, kicking, screaming and other negative behaviors. For problem behavior related to access to attention/tangibles: • Walk away, Ignore, or use the Count and Mand procedure For escape related problem behavior: • Ignore problem behavior and continue demand
# 13 Prevent and Correct Errors throughout the day!
Instructor: Child: Instructor: Child: Instructor: Child: Instructor: Child: Points to an apple and says What is it? “bird.” “What is it—apple” echoes “apple” Right, what is it? “apple” Presents 2-3 easy demands and then “what is it?” “apple”
Some Take Home Points for Use With All Children (and Adults) • Pairing • Manding • Once the child can mand for items, ease in demands gradually • Prevent and Correct Errors throughout the day • Don’t reinforce problem behaviors
Questions?
• www.vbapproach.com • Mary@vbapproach.com
• Thank You!
Using the Verbal Behavior Approach to Teach Children with Autism
Mary Lynch Barbera, RN, MSN, BCBA www.vbapproach.com May 2009 Autism One Conference
My Autism Journey
• July 2, 1999 – Lucas was diagnosed with moderate to severe autism one day before his third birthday. • September 1999 – Started 40 hours/wk ABA program with Lovaas consultant coming monthly. • June 2000 – Founding President of Autism Society of Berks. • December 2003 – Became a Board Certified Behavior Analyst and Lead Behavior Analyst for the PA Verbal Behavior Project. • May 2005 – Published the results of a single subject multiple baseline study that I designed in The Analysis of Verbal Behavior. • May 2007 –Publication of my book: The Verbal Behavior Approach: How to Teach Children with Autism and Related Disorders.
Lovaas Study
• Published in 1987
– 59 children (3 years age or under) diagnosed with autism
• 19 received 40 hours/wk 1:1 ABA for 2 years • 20 received 10 hours/wk • 20 received standard special education classrooms/OT/speech • 47% of those receiving 40 hours/wk of treatment became “indistinguishable from their peers by first grade”
ABA as the treatment of choice
• Applied Behavior Analysis (ABA) is the only scientifically validated treatment for autism and is recommended by the U.S. Surgeon General. • ABA treatment became popular in the mid-1990’s when Catherine Maurice, a parent of two children with autism who both “recovered” from autism using this approach, published two books detailing Lovaas type ABA therapy.
An Overview of ABA
Applied Behavior Analysis (ABA)
• Definition
“Applied behavior analysis is the science in which procedures derived from the principles of behavior are systematically applied to improve socially significant behavior.” (Cooper, Heron, and Heward)
Basic Principles of ABA
• Behavior is defined in objective and measurable terms • Examines the functional relationship between behavior and its controlling variables • Analyzes socially significant behavior in need of improvement • Analyzes behavior through a three term contingency
Three Term Contingency
• Antecedent--Behavior-Consequences A—B—C Also Described As
Discriminative Stimulus--Response-Consequence
MO/SD—R—Reinf. or Punish.
Basic Behavioral Principles
Antecedent - any stimulus that happens before a behavior Behavior - an observable and measurable act of an individual Consequence - any stimulus that happens after a behavior
Three (Really Four) Term Contingency
Antecedent--Behavior--Consequences
Motivation is now seen as playing a significant role in this model (Michael)
Examples of Three Term Contingency
• “Touch nose” – Child touches nose – receives piece of cookie • “Do Puzzle” – Child falls to floor – Demand withdrawn
You use the principles of ABA all day long!
• ABA is used to:
– Increase positive behaviors
• Language, self care skills, academic skills.
– Decrease negative behaviors
• Tantrums, biting, kicking, crying
$1000 Activity
• Think of a child you know with challenging behaviors:
– If I gave you $1000 for that child to have a “good day” with little to no problem behavior, what would you do?
Pick one or two target behaviors
• Select the target behavior to be reduced by examining…
– The seriousness of the behavior…if could injure self or others…target these before behaviors such as hand flapping or poor attention. – The frequency of the behavior
Define Setting Event
• Aspects of a person’s environment or daily routine that do not necessarily occur immediately before the behavior.
– – – – – – Medication adjustment Medical problems (pink eye, diaper rash) Sleep problems Eating routines/diet Number of people in room Daily schedule (how predictable/how much choice)
Immediate Antecedents
• What triggered the behavior
What happened immediately before problem behavior started: Computer was turned off Told child to hang up coat Child saw candy and wanted it
Using the principles of ABA to reduce problem behavior
Define Behavior----Be Specific!! Kicking his feet against the chair, throwing books, biting his own fingers, hitting his head with his fist. NOT: Having a tough time, frustrated, irritable
Consequences
• Reinforcement
– A consequence that results in increasing or maintaining the future rate of behavior it follows.
Punishment
– A consequence that results in decreasing the future rate of behavior it follows.
Consequences
• Any behavior that occurs repeatedly is serving some useful function and producing some type of reinforcement.
Consequences
• After a behavior has occurred the environment can change in several ways:
1. A neutral event can happen: if nothing happens that is relevant, the consequence will likely have no effect on the behavior. 2. Things can get better: if things get better, the behavior will likely occur again under similar conditions. This is called reinforcement. 3. Things can get worse: if things get worse, the behavior will likely not occur again under similar conditions. This is called punishment.
Things Get Better: Reinforcement
• Reinforcement is a change in the environment following a behavior that increases the future probability of that behavior under similar circumstances.
Things Get Worse: Punishment
• When things get worse following a behavior, the behavior is less likely to occur in the future under similar circumstances. This is punishment. • Punishment decreases the likelihood of behavior; Reinforcement (including negative reinforcement) increases behavior.
Is Time Out a Reinforcement or a Punishment?
• Need to look whether time out is increasing or decreasing the frequency of the target behavior. • Most people think Time Out is a punisher but it functions as a reinforcement for many children.
Take Data To Identify the A, B, and C
• Without taking baseline date and identifying the antecedent, behavior, and consequence, it is not wise to implement a behavior reduction strategy
Functions of Problem Behavior
• To obtain something desirable (Attention, Tangibles, Sensory Stimulation). • To avoid or escape something undesirable (Task avoidance).
Antecedent Interventions
• Changing the environment before the behavior occurs to prevent the behavior. Focus on pairing/manding 8 positives to every negative Reconfigure class layout or ratio Give more or less time at a center Get more sleep at night or nap Eat breakfast or serve snack earlier Provide transition warnings
Reactive Interventions
• Interventions implemented after problem behavior occurs. • Some examples:
– Count and Mand (use for attention only) – Planned Ignoring (use for attention only) – Time Out (use for attention only) – Work through Demand (use for escape only)
Count and Mand
• • • Explained in Chapter 2 of my book Used for access to tangibles/attention only! Can also use count and give choice, count and R+, or count and give attention. Steps: 5. Stop the problem behavior (hands down, be quiet, no kicking) 6. Silent count to 3, 5, or 10—if problem behavior resumes, return to # 1. 7. Prompt the mand “cookie”—child echoes “cookie” Right…how do you ask?…child responds “cookie”….deliver R+.
Combined Approach
• Spend 95% of your time preventing problem behavior • When negative behaviors do occur, use reactive intervention consequences at the moment.
– Count and Mand – Planned Ignoring – Time Out – Work Through Demand
If you find yourself using reactive interventions frequently
• You need to continue to take data or restart data taking to determine setting events, antecedents and functions of target behavior • Your demands might be too high and/or reinforcement might be too low • The environment might need to be changed
Three things that matter no matter what the age or functioning level!! 1. Problem behaviors at or near 0 2. Ability to request wants and needs to an unfamiliar adult 3. Independent toileting ****2-minute activity****
Case Studies
• Case Study # 1 • Amy’s mother reports that Amy is a poor sleeper. Each Monday morning she arrives to daycare and begins to play. When she is called to circle, Amy cries and throws herself to the ground. The staff tries to find something less aversive to Amy and usually tries bouncing Amy on the ball to get her calm. Amy does usually quiet down on the ball.
Case Study Questions
• • • • • What might be a setting event? What is the immediate antecedent? What is the behavior? What is the consequence? Does the consequence serve as a Reinforcer or Punishment?
Case Study #1 (cont.)
• Will the behaviors likely go up or down? • What is the most likely the function of Amy’s behavior? • What are some interventions you would recommend to help reduce Amy’s negative behavior
Using ABA and Verbal Behavior (VB) to Increase Positive Behaviors
• Increasing language and learning skills using the principles of ABA and B.F. Skinner’s Analysis of Verbal Behavior
What is Verbal Behavior?
Behavior that is reinforced through the mediation of another person’s behavior
Applied Behavior Analysis
Direct Instruction Intensive behavioral Intervention Precision Teaching Fluency Based Instruction
Discrete Trial Teaching Lovaas Therapy
Verbal Behavior Incidental Teaching
Dual Path of Applied Behavior Analysis Research LOVAAS (UCLA) ABA Research Plus Discrete Trial Training (structure) MICHAEL (WMU) ABA Research Plus Discrete Trial Training Plus Skinner’s Analysis of Verbal Behavior (function)
Common terms for the Verbal Operants
Mand = request Tact = label Intraverbal = conversation, answering a question, responding when someone else talks Echoic = repeating what someone else says Receptive or Listener Responding = following directions
What is “Coffee”???????
Is it a… • MAND? • TACT? • INTRAVERBAL?
MAND
ECHOIC
TACT (FFC)
INTRAVERBAL
RECEPTIVE (FFC)
Verbal Operants
Verbal Operant
Mand
Antecedent
Motivative Operation (wants cookie) Sensory Stimuli (sees or smells cookie) Verbal stimulus (someone says:”What do you eat?” Verbal Stimulus (someone says “cookie”) Verbal stimulus (someone says “touch cooke”)*
Behavior
Verbal behavior (says “cookie”) Verbal behavior (says “cookie”)
Consequence
Direct reinforcement (gets cookie) Non-specific reinforcement (gets praised, for instance) Non-specific reinforcement (gets praised, for instance) Non-specific reinforcement (gets praised, for instance) Non-specific reinforcement (gets praised, for instance)
Tact
Intraverbal
Verbal behavior (says “cookie”)
Echoic
Verbal behavior: repeats all or part of antecedent (says “cookie”) Non-verbal behavior (child touches cookie)
Receptive (actually not a verbal operant)
Verbal Behavior Activity
As a result of: One has a tendency to: This is a: Seeing a grape Hearing a horn Someone saying “what says moo?” Saying “grape” Saying “truck” Saying “cow”
Wanting a push on the swing
Saying “push”
Being told to “stand up”
Standing up
Someone “winnie the”
Saying “pooh”
Someone says “potty”
Saying “potty”
Seeing a stranger
Saying “what’s your name?”
Seeing a tree
Saying “tree”
Two other related skills:
Imitation: Given another person’s motor action in the antecedent condition, the child performs the same action. Match to Sample: matching activities involving either identical or nonidentical items. (This is a very simplistic definition for a very critical skill area also referred to as conditional discriminations.)
Teaching the Mand
Why Teaching Mands is Important
• It helps children avoid frustration in communicating their needs and wants • It is relatively easy to do because you are using the child’s own motivation as a tool • It is a natural first step in teaching communication
The Mand (Requesting)
All mands have one thing in common: in the antecedent condition, there is a Motivative Operation (or motivation) in place. A= thirst (MO) B= “I want juice” C= student gets juice If a child does not want the item, you cannot teach them to mand for it.
Examples of contriving an MO
• Holding up an M&M within eyesight of the child • Giving the child a bottle with a tight lid. In the bottle is his favorite toy. • Giving the child a bowl of cereal with no spoon. • Giving the child a toy that requires batteries but withholding the batteries • Briefly turning on his or her favorite video. • Giving a bit of his or her favorite snack to another child.
When Negative Behaviors Occur During Mand Training
Do not reinforce whining/crying or other negative behaviors Count and Mand Child has to learn that crying will not get them anything….appropriate manding will!
Keep Number and Effort of Demands Low at First
• Carefully assess skills • Gradually fade in more difficult tasks • Avoid escape oriented behaviors: effort and demands should always be outweighed by easy responding • Make demands low at first: deliver reinforcement much more often than you ask the child to perform
The Assessment Of Basic Language and Learning Skills
The ABLLS
Structure Of ABLLS
T h r e e C o m p o n e n ts A B L L S P ro to c o l C u r r ic u lu m & S c o r in g R e c o r d C h ild S c o r e s S k ills T r a c k in g S y s t e m A B L L S G u id e S c o r in g I n s t r u c t i o n s I E P D e v e lo p m e n t G u id e A n l. S c o r e s & E s t . P r io r it ie s T e a c h i n g L a n g u a g e t o C h il d r e n w it h A u t is m V e r b a l B e h a v io r W h a t & H o w to T e a c h
Daniel’s ABLLS A-H
ABLLS is an assessment of language and learning skills originally developed This spreadsheet is for private use only Color Key Date January 0, 1900 C 52 ● . . . . January 0, 1900 C 51 ● . . . . January 0, 1900 C 50 ● . . . . C 49 ● . . . . C 48 ● . . . . C 47 ● . . . . C 46 ● . . . . C 45 ● . . . . C 44 ● . . . . C 43 ● . . . . C 42 ● . . . . C 41 ● . . . . C 40 ● . . . . C 39 ● . . . . C 38 ● . . . . C 37 ● . . . . C 36 ● . . . . C 35 ● . . . . C 34 ● . . . . C 33 ● . . . . C 32 ● . . . . C 31 ● . . . . C 30 ● . . . . C 29 ● . . . . C 28 ● . . . . C 27 ● . . . . C 26 ● . . . . C 25 ● . . . . C 24 ● . . . . C 23 ● . . . . C 22 ● . . . . B 21 ● . . . . C 21 ● . . . . B 20 ● . . . . C 20 ● . . . . B 19 ● . . . . C 19 ● . . . . B 18 ● . . . . C 18 ● . . . . B 17 ● . . . . C 17 ● . . . . B 16 ● . . . . C 16 ● . . . . B 15 ● . . . . C 15 ● . . . . B 14 ● . . . . C 14 ● . . . . B 13 ● . . . . C 13 ● . . . . B 12 ● . . . . C 12 ● . . . . A 11 ● . . . . B 11 ○ 1 . . . C 11 ● . . . . A 10 ● . . . . B 10 ○ 1 1 . . C 10 ● . . . . A 9 ○ 1 1. . B 9 ○ 1 1. . C 9 ●. . . . A 8 ○ 1. . . B 8 ●. . . . C 8 ●. . . . A 7 ○ 1. . . B 7 ●. . . . C 7 ●. . . . A 6 ○ 1 1. . B 6 ●. . . . C 6 ●. . . . A 5 ○ 1 1. . B 5 ●. . . . C 5 ●. . . . A 4 ○ 1 1. . B 4 ●. . . . C 4 ○ 1 1. . A 3 ○ 1 1 1 1 B 3 ●. . . . C 3 ○ 1 1. . A 2 ○ 1 1. . B 2 ●. . . . C 2 ○ 1 1. . A 1 ○ 1 1 1 1 B 1 ○ 1. . . C 1 ○ 1 1. .
A - Cooperation & Reinforcer Effectiveness B - Visual Performance C - Receptive Language
by James W. Partington, Ph.D. and Mark L. Sundberg, Ph.D.
D D D D D D D D D D D D D
13 12 11 10 9 8 7 6 5 4 3 2 1
●. . . ●. . . ●. . . ●. . . ●. . . ●. . . ●. . . ●. . . ●. . . ●. . . ●. . . ●. . . ○ 1 1.
D - Imitation
. . . . . . . . . . . . .
E E E E E E E E E
9 8 7 6 5 4 3 2 1
●. ●. ●. ●. ●. ●. ●. ●. ●.
. . . . . . . . .
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F F F F F F F F F F F F F F F F F F F F F F F F F F F
27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ○ 1 1 1 1
F - Requests
G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G
42 41 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●.
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H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H
42 41 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●. ●.
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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
E - Vocal Imitation
G - Labelling
H - Intraverbals
Daniel’s ABLLS I-R
I I I I I I I I I
9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ?
. . . . . . . .
. . . . . . . . 1.
. . . . . . . . .
. . . . . . . . .
J J J J J J J J J J J J J J J J J J J J
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
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K K K K K K K K K K
10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ?
. . . . . . . .
. . . . . . . . 1 1. 1 1 1
. . . . . . . .
. . . . . . . . . 1
L L L L L L L L L L L L L L L L L L L L L L
22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . 1 1.
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M M M M M M M M M M M M
12 11 10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ? ? ?
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N N N N N N N N N N
10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ?
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. . . . . . . . . .
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P P P P P P
6 5 4 3 2 1
? ? ? ? ? ?
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. . . . . .
Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q
15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
. . . . . . . . . . . . . . .
. . . . . . . . . . . . . . .
. . . . . . . . . . . . . . .
. . . . . . . . . . . . . . .
I - Spontaneous Vocalization
J - Syntax and Grammar
K - Play and Leisure
L - Social Interaction
M - Group Instruction
N - Classroom Routines
P - Generalized Responding
Q - Reading
Daniel’s ABLLS S-Z
S S S S S S S S S
9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ?
. . . . . . . . .
. . . . . . . . .
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T T T T T T
6 5 4 3 2 1
? ? ? ? ? ?
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. . . . . .
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. . . . . .
U U U U U U U U U U U U U U U
15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
. . . . . . . . . . . . . . .
. . . . . . . . . . . . . . .
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V V V V V V V V V V
10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ?
. . . . . . . .
. . . . . . . . 1 1. 1 1 1
. . . . . . . .
. . . . . . . . . 1
W W W W W W W
7 6 5 4 3 2 1
? ? ? ? ? ? ?
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. . . . . . .
. . . . . . .
X X X X X X X X X X
10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ?
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Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y
28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
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1 1 . . . . . . . . . . . . . 1 1 1 1 . . 1 1 1 1 1 1 1 1 1 1
1 1 . . . . . . . . . . . . . 1 1 1 1 . . 1 1 1 1 1 1 1 1 1 1
Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z
28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
. . . . . . 1 1 1 . . . . . . . . . . . . . . . . . . . . . . . . 1 1 1 1 1 1 . . . . . . . . . . . . . . . . . . . . . 1 1 1 1 1 1 . . . 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
. . 1 . . . . . . . . 1 1 . . . . . . . 1 1 . 1 1 1 1 1
S - Writing
T - Spelling
U - Dressing
V - Eating
W - Grooming
X - Toileting
Y - Gross Motor
Z - Fine Motor
Mason’s ABLLS
Nam M e: ason DOB:
J an 05 2005 2/25/2005 o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o
C52 C51 C50 C49 C48 C47 C46 C45 C44 C43 C42 C41 C40 C39 C38 C37 C36 C35 C34 C33 C32 C31 C30 C29 C28 C27 C26 C25 C24 C23 C22 C21 C20 C19 C18 C17 C16 C15 C14 C13 C12 C11 C10 C9 C8 C7 C6 C5 C4 C3 C2 C1
Receptive Language
o A11 o A10 o A9 o A8 o A7 o A6 o A5 o A4 o A3 o A2 o A1
Cooperation & Reinforcers
o o o o o o o o o o o o o o o o o o o o o
B21 B20 B19 B18 B17 B16 B15 B14 B13 B12 B11 B10 B9 B8 B7 B6 B5 B4 B3 B2 B1
Visual Performance
o o o o o o o o o o o o o
D13 D12 D11 D10 D9 D8 D7 D6 D5 D4 D3 D2 D1
Imitation
o o o o o o o o o
E9 E8 E7 E6 E5 E4 E3 E2 E1
o o o o o o o o o o o o o o o o o o o o o o o o o o o
F27 F26 F25 F24 F23 F22 F21 F20 F19 F18 F17 F16 F15 F14 F13 F12 F11 F10 F9 F8 F7 F6 F5 F4 F3 F2 F1
Requests
o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o
G42 G41 G40 G39 G38 G37 G36 G35 G34 G33 G32 G31 G30 G29 G28 G27 G26 G25 G24 G23 G22 G21 G20 G19 G18 G17 G16 G15 G14 G13 G12 G11 G10 G9 G8 G7 G6 G5 G4 G3 G2 G1
Labeling
o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o
H42 H41 H40 H39 H38 H37 H36 H35 H34 H33 H32 H31 H30 H29 H28 H27 H26 H25 H24 H23 H22 H21 H20 H19 H18 H17 H16 H15 H14 H13 H12 H11 H10 H9 H8 H7 H6 H5 H4 H3 H2 H1
Intraverbals
o o o o o o o o o
I9 I8 I7 I6 I5 I4 I3 I2 I1
Vocals
Vocal Imitation
Spontaneous
Recommendations for Mason 1/5/05
• Matching Identical Objects/Pictures (F/3) • Increase Verbal Imitation using Mand • Work on Fill-ins with songs • Baseline Labels • Set up Mand Sessions (2) 10-minute sessions/day • Keep demands low (VR 3 or 4)
Recommendations for Mason 2/25/05
• Puzzles/easy toys (shape sorter) • Matching—start categories –make sure he knows tacts of exemplars • Prompt him to request actions and missing items • Baseline labels (buy flash cards) • Mix 80% easy to 20% hard w/VR 3 • Continue teaching songs • Play doh and coloring • RFFC to TFFC to IFFC with item as answer • Count and Mand for access to tangibles
Lilly’s ABLLS
ABLLS is an assessment of language and learning skills originally developed by James W. This spreadsheet is for private use only Color Key Date January 0, 1900 C 52 ● . . . . January 0, 1900 C 51 ● . . . . January 0, 1900 C 50 ● . . . . C 49 ● . . . . C 48 ● . . . . C 47 ● . . . . C 46 ● . . . . C 45 ● . . . . C 44 ● . . . . C 43 ● . . . . C 42 ● . . . . C 41 ● . . . . C 40 ○ 1 1 . . C 39 ○ 1 1 1 . C 38 ○ 1 1 . . C 37 ○ 1 1 1 1 C 36 ● . . . . C 35 ○ 1 1 1 1 C 34 ● . . . . C 33 ● . . . . C 32 ● . . . . C 31 ○ 1 1 . . C 30 ○ 1 1 1 1 C 29 ○ 1 1 1 1 C 28 ○ 1 1 1 1 C 27 ○ 1 1 1 1 C 26 ○ 1 1 . . C 25 ○ 1 1 . . C 24 ○ 1 1 1 . C 23 ○ 1 1 1 . C 22 ○ 1 1 1 . B 21 ● . . . . C 21 ○ 1 . . . B 20 ● . . . . C 20 ● . . . . B 19 ● . . . . C 19 ○ 1 1 1 1 B 18 ● . . . . C 18 ○ 1 1 1 1 B 17 ● . . . . C 17 ○ 1 1 1 1 B 16 ● . . . . C 16 ○ 1 1 1 1 B 15 ● . . . . C 15 ○ 1 1 1 1 B 14 ● . . . . C 14 ○ 1 1 1 1 B 13 ● . . . . C 13 ○ 1 1 1 1 D 13 ● . B 12 ● . . . . C 12 ○ 1 1 1 1 D 12 ○ 1 A 11 ○ 1 . . . B 11 ○ 1 . . . C 11 ○ 1 1 1 1 D 11 ○ 1 A 10 ● . . . . B 10 ○ 1 1 1 1 C 10 ○ 1 1 . . D 10 ● . A 9 ○ 1 1. . B 9 ●. . . . C 9 ○ 1 1 1 1 D 9 ○ 1 A 8 ○ 1. . . B 8 ●. . . . C 8 ○ 1 1 1 1 D 8 ○ 1 A 7 ○ 1 1 1. B 7 ●. . . . C 7 ○ 1 1 1 1 D 7 ○ 1 A 6 ○ 1 1 1 1 B 6 ●. . . . C 6 ○ 1 1 1 1 D 6 ○ 1 A 5 ○ 1 1 1 1 B 5 ○ 1 1 1. C 5 ○ 1 1 1 1 D 5 ○ 1 A 4 ○ 1 1 1 1 B 4 ○ 1 1 1 1 C 4 ○ 1 1 1 1 D 4 ○ 1 A 3 ○ 1 1 1 1 B 3 ○ 1 1 1 1 C 3 ○ 1 1 1 1 D 3 ○ 1 A 2 ○ 1 1 1 1 B 2 ○ 1 1 1 1 C 2 ○ 1 1 1 1 D 2 ●. A 1 ○ 1 1 1 1 B 1 ○ 1 1 1 1 C 1 ○ 1 1 1 1 D 1 ○ 1
A - Cooperation & Reinforcer Effectiveness B - Visual Performance C - Receptive Language
Partington, Ph.D. and Mark L. Sundberg, Ph.D.
.
. . 1 1 1 1. . . . . 1 1. 1. . 1. . 1 1 1 1 1 1 1 1 1 1 1 1 . . . 1 1 1
E E E E E E E E E
9 8 7 6 5 4 3 2 1
○ 1. . . ○ 1 1 1. ●. . . . ●. . . . ○ 1. . . ○ 1 1 1 1 ○ 1. . . ○ 1 1 1 1 ○ 1 1 1 1
E - Vocal Imitation
F F F F F F F F F F F F F F F F F F F F F F F F F F F
27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
○ 1 1. . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ○ 1 1. . ○ 1 1. . ●. . . . ○ 1 1. . ○ 1 1. . ○1 1 1 1 ●. . . . ○ 1 1 1. ○ 1 1 1. ○1 1 1 1 ○1 1 1 1 ○1 1 1 1
F - Requests
G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G
42 41 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
○1 1 1 1 ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ○1 1 1 1 ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ○ 1 1. . ○ 1 1. . ○ 1 1. . ○ 1 1. . ○1 1 1 1 ○ 1 1 1. ○1 1 1 1 ●. . . . ○ 1 1. . ○ 1 1. . ○ 1. . . ○ 1. . . ○1 1 1 1 ○ 1 1 1. ○1 1 1 1
G - Labelling
H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H
42 41 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ○ 1. . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ●. . . . ○ 1 1 1. ●. . . . ○1 1 1 1 ○1 1 1 1 ○1 1 1 1 ○1 1 1 1
H - Intraverbals
I I I I I I I I I
9 8 7 6 5 4 3 2 1
●. . . . ○1 1 1 1 ○1 1 1 1 ○1 1 1 1 ○ 1 1 1. ○ 1 1 1. ○ 1 1. . ○1 1 1 1 ○1 1 1 1
I - Spontaneous Vocalization
D - Imitation
ABLLS--Lucas
Color Key Date 9/6/2007 Lucas B. June 7, 2007 January 0, 1900 C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C 52 51 50 49 48 47 46 45 44 43 42 41 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 1 1 1 1 1 1 1 1 1 1. . . . . . 1 1. . 1 2 2. 2 2. . 1 1 1 1 1 1 1 1 . . . . 1 1. . 1 1 1 1 1 1 1 1 1 1 1 1 1 1. . 1 1 1 1 1 1 1 1 1 1. . 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 . . . . 1 1 1 1 1 1 1 1 1 1 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
C - Receptive Language
A A A A A A A A A A A
11 10 9 8 7 6 5 4 3 2 1
1 1 . . . . 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1
. . . 2 1 1 1 1 1 1 1
. . . 2 1 1 1 1 1 1 1
B B B B B B B B B B B B B B B B B B B B B
21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 . . 1 1 1. 1. 1. 1 1 1 1 1 1 1 1 1 1 1 1 1 1 . . 1 1 1 1 1 1 1 1 1 1 1 1 . .
D D D D D D D D D D D D D
13 12 11 10 9 8 7 6 5 4 3 2 1
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F F F F F F F F F F F F F F F F F F F F F F F F F F F
27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
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G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G
42 41 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
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H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H
42 41 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
. . . . . . . . .
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A - Cooperation & Reinforcer Effectiveness
B - Visual Performance
D - Imitation
E - Vocal Imitation
F - Requests
G - Labelling
H - Intraverbals
I - Spontaneous Vocalization
VB MAPP--Lucas
Key: Score Child's name Lucas Barbera Date of birth 7/3/1996 2nd test: Date Color Tester M. Barbera 117.5 Aug07 1st test: 3rd test:
LEVEL 3
Mand Tact Listener VP/MTS Math Reading Writing Social/play LRFFC IV Group Ling.
15 14 13 12 11 LEVEL 2
Mand Tact Listener VP/MTS Imitation Echoic Play Social LRFFC IV Group/CR Ling.
10 9 8 7 6
LEVEL 1
Mand Tact Listener VP/MTS Imitation Echoic Play Social Vocal
` 5 4 3 2 1
Language Barriers--Lucas
Key Date Color Tester Child's name: Lucas Barbera Date of birth: 7/3/1996 1st Asses. 08/2007 M. Barbera 2nd Asses. 3rd Asses.
Inst. Control Behavior Prob. Defective Mand Defective Tact Defective Imit. Defective Echo Defective MTS
5 4 3 2 1
1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3
Defective List.
Defective IV
Prompt Dep.
Generalization
Scrolling
Defective Scan
Defective C
D
5 4 3 2 1
1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3
Weak MOs
RR Weakens MO SelfStim
Defective Artic. OCB
Reinf. Depend.
Attending
5 4 3 2 1
1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3
Recommendations for Lucas
• Intensive teaching and NET sessions • VR 15 (with 80% easy/20% hard) • Teach prepositions/pronouns • Teach manding for attention/information • Edmark reading program • Teach coin and time identification • Leisure and self care skills
Thirteen Intervention Tips
• Thirteen tips based on the science of ABA and BF Skinner’s analysis of Verbal Behavior that you can start using immediately with all children and adults with language delays and disorders
# 1 – Be Positive
1. Be Positive! Use 8 positives for every negative. Don’t overuse the child’s name especially when saying “no” or placing a demand
#2 Pairing
2. “Pair” yourself and the
environment with reinforcement by giving the child lots of reinforcement with no effort required .
# 3 Giving Directions
3.
• • • • • • When giving a child a direction Simplify the language Make sure you are close enough and loud enough for him to hear. Get down to child’s level to get child’s attention Only give directions you can make the child do Give the instruction only once and, if no response, prompt the child to complete the task. Don’t give the child a direction you’re not willing to follow through with
#4 Reinforcement
4.Look for things that reinforce the
child. Set up high interest activities: bubbles, water play, balls, wind up toys to see if any of these are motivators. Put these things out of reach so the child needs you to get them.
#5 Mand Training
1. Teach the child to communicate his needs and wants…first by pulling, reaching…then by using sign language, pictures, or words. Teach 3-5 signs at a time.
#6 Matching
2. Teach the child to match items and pictures. Label the item instead of using the command “match” or “put with same.”
# 7 Imitation
7. Teach imitation skills.
–With objects/toys. –Gross motor….Pick 2 or 3 movements to target at the same time. Provide as much prompting as needed to ensure the child is successful.
# 8 Receptive Skills
8.
Teach receptive skills. Touch body parts, items or pictures…pick 2 or 3 receptive skills… provide as much prompting as needed to ensure the child is successful.
#9 Give Directions You Can Prompt
9. Since you can’t force a child to
speak, do not use “say______” if the child cannot speak or if this is a hard skill. (Say “cookie, cookie, cookie” as you deliver a small piece of cookie)
# 10 Teach Fill-ins to Songs
10.
Use music and familiar nursery rhymes…leave the last word of each line blank to see if child fills it in.
# 11 Sabotage Daily Life
1. Sabotage daily life to see if child notices/indicates/or requests:
• • • • • Give cup without juice. Cereal without spoon. Coming upstairs, do not turn off music. Spill milk…don’t clean it up immediately. Go a different route in the mall.
# 12 Do Not Reinforce Problem Behavior
12. Do not respond whining, kicking, screaming and other negative behaviors. For problem behavior related to access to attention/tangibles: • Walk away, Ignore, or use the Count and Mand procedure For escape related problem behavior: • Ignore problem behavior and continue demand
# 13 Prevent and Correct Errors throughout the day!
Instructor: Child: Instructor: Child: Instructor: Child: Instructor: Child: Points to an apple and says What is it? “bird.” “What is it—apple” echoes “apple” Right, what is it? “apple” Presents 2-3 easy demands and then “what is it?” “apple”
Some Take Home Points for Use With All Children (and Adults) • Pairing • Manding • Once the child can mand for items, ease in demands gradually • Prevent and Correct Errors throughout the day • Don’t reinforce problem behaviors
Questions?
• www.vbapproach.com • Mary@vbapproach.com
• Thank You!
