1 / 45

Introduction to Verbal Behavior

Introduction to Verbal Behavior. By Tracy Vail,MS,CCC /SLP Speech/Language Pathologist Let’s Talk Speech and Language Services, Inc. Contingencies. Antecedent/Stimulus Response Consequence. (Function Alt.) Evocative Function Altering Reinforcement Soc. Med + Soc. Med –

rufin
Download Presentation

Introduction to Verbal Behavior

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Introduction to Verbal Behavior By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Let’s Talk Speech and Language Services, Inc.

  2. Contingencies Antecedent/StimulusResponse Consequence (Function Alt.) Evocative Function Altering Reinforcement Soc. Med + Soc. Med – Auto + R Auto – (s-delta) Extinction CSSMO SD Punishment Positive Punishment Negative Punishment

  3. Self-Stimulatory Behavior High stereotypy Continuedabsenceof alternative behaviors Impairedlearning Fewerskillsacquired

  4. Build Motivation (MO) • Establish Reinforcers- everyone wants something! • Start with non-verbal connection then add verbal • How does the child respond to the environment? • Be playful- play as children play • Build anticipation • Do the unexpected • Create routines • Gradually change the routines • Stay connected to find reinforcers • Be animated • Pair yourself and talking with reinforcement

  5. BE the Reinforcer!

  6. DODon’t • Teach errorlessly • Fade in demands • Teach to Fluency • Prompt Quickly • Fade prompts • Make sure all questions have answers • Find numerous reinforcers • Correct errors • Have fun! • follow negative behavior with reinforcement • Remove a child from a reinforcing activity to begin teaching • Give directions to do things you can’t prompt • Give directions without getting compliance • Kill reinforcers by placing too many demands

  7. Pair Sounds/Talking with Fun!

  8. Pairing Sounds with Fun!

  9. Imitate All Sounds Produced

  10. Reinforce all vocal attempts

  11. Pairing with favorite activities

  12. Transfer Procedures/Prompting • Teach a new behavior by starting with a behavior that you know the child can already do. • The child is more likely to repeat the same behavior under a different condition • Once the behavior is taught under the new condition, gradually fade the prompt • New learning is build on old learning • The learning remains “errorless”

  13. Teaching Procedure for Transfers • Transfer trial- Use the mastered skill to evoke the desired behavior then present the new SD to get the same behavior. • Disractor trial(s)- Present a mastered task or two • Independent trial- Re-present the new SD to evoke the behavior and reinforce correct response heavily

  14. Correction Procedure • Use whenever the child responds incorrectly • Give the SD + the response • Wait for the echoic • Repeat the SD • Wait for the response • Run a distractor trial (something the child can do easily) • Repeat the SD

  15. Verbal Operants What purpose does the communication serve to the speaker and listener? • Mands- “I talk, I get” • Tacts- I can label things in the environment under a variety of conditions • Receptives- I can follow directions, do what others tell me to do • Imitation/Echoics- I can do/say what others do/say • Intraverbal- What I say is dependent upon what others say but is not the same

  16. Manding • The basis of all other verbal behavior • Teach by transferring from echoics or “fill-ins” • Giving up the things we want • With and without items present • With and without someone asking “What do you want? • Teach a variety of sentence forms • Manding from peers • Expand sentence length and teach concepts through mands • Teach manding for information • Manding for attention

  17. Choosing Response Forms • If child is non-vocal, must use an alternative/augmentative system • Augmentative communication encourages rather than discourages vocal productions • Experiment to determine how the child responds to various forms • Picture/object exchange • Signs • Communication Boards • Vocal • Voice output devices

  18. Manding with PECS

  19. Manding with Signs

  20. Be sure not to fade signs too quickly

  21. Watch for Sign/Vocal Inconsistencies

  22. Shaping Vocals through Mands

  23. Gradually Build Syllables

  24. NET Manding/Mands for Info

  25. Begin Teaching in “scripted” play

  26. Generalize in less structured format

  27. Teaching Concepts through Mands

  28. Imitation • Teach through physical prompting or anticipating actions • Important for independent learning and play • Teach child to do multiple actions in response to “Do this” • Gradually increase difficulty and complexity

  29. Mix NVI’s with other Operants

  30. Echoics- Vocal Imitation • Teach by transferring from mand, motor imitation, songs, “sound play” and pairing with reinforcement • Use visual and/or physical prompting as necessary • Gradually increase length and complexity • Shape through the mand

  31. Teaching Isolated Sounds

  32. Receptive • Teach by transferring from imitation or with physical prompts • Teach the child to respond to a variety of SDs (touch, find, show, where’s the etc.) • Start with items the child can mand for as well as simple instructions (i.e. come, sit, clap) • Gradually increase complexity. Closely monitor conditional discriminations

  33. Add receptives to reinforcing activities

  34. Tacts • Teach by transferring from receptive (if child tacts), mand, fill-in, intraverbal or echoic. • Labeling objects, actions, parts, features, classes, functions • Be sure to vary SD’s • Verbal modules- teach the child to discriminate between question forms • Build them up and break them down

  35. Receptive Objects

  36. Fill-in to Tact Transfers

  37. Intraverbal • Talking about things not present • Transfer from fill-in, tact, or echoic • Create “intraverbal links” • Begin with songs, rhymes, stories and daily activities • Gradually increase complexity • Teach reversal fill-ins early • Mands for information + intraverbals = conversation

  38. Fill-ins with Books

  39. Fill-ins with Songs

  40. Intensive Teaching • Use to practice skills taught in the natural environment • Make sure instructors have mastered transfer and correction procedures to fluency • Mix and vary to make sure the child is responding to the correct SD

  41. Intraverbal FFC’s/Categories in Intensive Teaching

  42. Use Available Reinforcers

  43. Dealing with Negative Behaviors • New Behavior (talking) won’t be used if the old behavior (hitting) still works • Must determine function of the behavior before determining how to respond • Look at what happened right before and right after the behavior • Put time between negative behavior and prompting appropriate communication • The child never gets anything for negative behavior • Don’t live your life trying to avoid negative behaviors • Get a functional analysis by a behavior analyst if problems persist

  44. Suggested Readings • Educate Towards Recovery by Robert Schramm • The Assessment of Basic Language and Learning Skills (The ABLLS) by Partington and Sundberg • The Mariposa School Training Manual by Tracy Vail • Handouts available at letstalksls.com (Answers Database)

  45. Thanks for who you are for children!

More Related