the verbal behavior approach: teaching children with autism
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The Verbal Behavior Approach: Teaching Children with Autism. Mary Lynch Barbera, RN, MSN, BCBA www.vbapproach.com Autism One May 2008. Autism Epidemic. Rate of autism has skyrocketed from 1 in 10,000 in the 1970’s and early 1980’s to 1 in 150 today. - PowerPoint PPT PresentationTRANSCRIPT
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The Verbal Behavior Approach: Teaching Children with Autism
Mary Lynch Barbera, RN, MSN, BCBAwww.vbapproach.com
Autism OneMay 2008
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Autism Epidemic
• Rate of autism has skyrocketed from 1 in 10,000 in the 1970’s and early 1980’s to 1 in 150 today.
• PA statistics from Department of Education (students ages 6-21)– 1993---346 students with autism– 2003---5,805 students with autism
*****1578% increase in a decade*****
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Cause, Treatment, and Cure
• No known cause although most speculate an environmental trigger to those with a genetic predisposition.
• Treatment of choice is early and intensive behavioral treatment.
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Lovaas Study
• Published in 1987– 59 children
• 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”
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ABA as the treatment of choice
• Applied Behavior Analysis (ABA) is the only scientifically validated treatment 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.
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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 –Anticipated publication of my book: The Verbal Behavior Approach: How to Teach Children with Autism and Related Disorders.
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An Overview of ABA
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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)
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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
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Three (Really Four) Term Contingency
Antecedent--Behavior--Consequences
Motivation is now seen as playing a significant role in this model (Michael)
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Examples of Three Term Contingency
• “Touch nose” – Child touches nose – receives piece of cookie
• “Do Puzzle” – Child falls to floor – Demand withdrawn
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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
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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
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Precision Teaching
Fluency Based Instruction
Discrete Trial
Teaching
Verbal Behavior
Direct Instruction
Applied Behavior Analysis
Incidental Teaching
Lovaas type
Therapy
Intensive behavioral Interventio
n
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What is Verbal Behavior?
Behavior that is reinforced through the mediation of another person’s behavior
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Dual Path of Applied Behavior Analysis Research
LOVAAS (UCLA)
ABA ResearchPlus
Discrete Trial Training(structure)
MICHAEL (WMU)
ABA Research Plus
Discrete Trial TrainingPlus
Skinner’s Analysis ofVerbal Behavior
(function)
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Common terms for the Verbal Operants
Mand = requestTact = labelIntraverbal = conversation,
answering a question, responding when someone else talks
Echoic = repeating what someone else says
Receptive or Listener Responding = following directions
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What is “Coffee”???????
Is it a…
• MAND?
• TACT?
• INTRAVERBAL?
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Verbal OperantsVerbal 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)
Receptive (actually not a verbal operant)
Verbal stimulus (someone says “touch cooke”)*
Non-verbal behavior(child touches cookie)
Non-specific reinforcement(gets praised, for instance)
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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 non-identical items. (This is a very simplistic definition for a very critical skill area also referred to as conditional discriminations.)
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Teaching the Mand
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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
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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.
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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.
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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!
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Keep Number and Effort of Demands Low at First
• 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
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Daniel’s ABLLS A-HABLLS is an assessment of language and learning skills originally developed by James W. Partington, Ph.D. and Mark L. Sundberg, Ph.D.This spreadsheet is for private use onlyColor Key
C 52 ● . . . .C 51 ● . . . .C 50 ● . . . .C 49 ● . . . .C 48 ● . . . .C 47 ● . . . .C 46 ● . . . .C 45 ● . . . .C 44 ● . . . .C 43 ● . . . .C 42 ● . . . . G 42 ● . . . . H 42 ● . . . .C 41 ● . . . . G 41 ● . . . . H 41 ● . . . .C 40 ● . . . . G 40 ● . . . . H 40 ● . . . .C 39 ● . . . . G 39 ● . . . . H 39 ● . . . .C 38 ● . . . . G 38 ● . . . . H 38 ● . . . .C 37 ● . . . . G 37 ● . . . . H 37 ● . . . .C 36 ● . . . . G 36 ● . . . . H 36 ● . . . .C 35 ● . . . . G 35 ● . . . . H 35 ● . . . .C 34 ● . . . . G 34 ● . . . . H 34 ● . . . .C 33 ● . . . . G 33 ● . . . . H 33 ● . . . .C 32 ● . . . . G 32 ● . . . . H 32 ● . . . .C 31 ● . . . . G 31 ● . . . . H 31 ● . . . .C 30 ● . . . . G 30 ● . . . . H 30 ● . . . .C 29 ● . . . . G 29 ● . . . . H 29 ● . . . .C 28 ● . . . . G 28 ● . . . . H 28 ● . . . .C 27 ● . . . . F 27 ● . . . . G 27 ● . . . . H 27 ● . . . .C 26 ● . . . . F 26 ● . . . . G 26 ● . . . . H 26 ● . . . .C 25 ● . . . . F 25 ● . . . . G 25 ● . . . . H 25 ● . . . .C 24 ● . . . . F 24 ● . . . . G 24 ● . . . . H 24 ● . . . .C 23 ● . . . . F 23 ● . . . . G 23 ● . . . . H 23 ● . . . .C 22 ● . . . . F 22 ● . . . . G 22 ● . . . . H 22 ● . . . .
B 21 ● . . . . C 21 ● . . . . F 21 ● . . . . G 21 ● . . . . H 21 ● . . . .B 20 ● . . . . C 20 ● . . . . F 20 ● . . . . G 20 ● . . . . H 20 ● . . . .B 19 ● . . . . C 19 ● . . . . F 19 ● . . . . G 19 ● . . . . H 19 ● . . . .B 18 ● . . . . C 18 ● . . . . F 18 ● . . . . G 18 ● . . . . H 18 ● . . . .B 17 ● . . . . C 17 ● . . . . F 17 ● . . . . G 17 ● . . . . H 17 ● . . . .B 16 ● . . . . C 16 ● . . . . F 16 ● . . . . G 16 ● . . . . H 16 ● . . . .B 15 ● . . . . C 15 ● . . . . F 15 ● . . . . G 15 ● . . . . H 15 ● . . . .B 14 ● . . . . C 14 ● . . . . F 14 ● . . . . G 14 ● . . . . H 14 ● . . . .B 13 ● . . . . C 13 ● . . . . D 13 ● . . . . F 13 ● . . . . G 13 ● . . . . H 13 ● . . . .B 12 ● . . . . C 12 ● . . . . D 12 ● . . . . F 12 ● . . . . G 12 ● . . . . H 12 ● . . . .
A 11 ● . . . . B 11 ○ 1 . . . C 11 ● . . . . D 11 ● . . . . F 11 ● . . . . G 11 ● . . . . H 11 ● . . . .A 10 ● . . . . B 10 ○ 1 1 . . C 10 ● . . . . D 10 ● . . . . F 10 ● . . . . G 10 ● . . . . H 10 ● . . . .A 9 ○ 1 1 . . B 9 ○ 1 1 . . C 9 ● . . . . D 9 ● . . . . E 9 ● . . . . F 9 ● . . . . G 9 ● . . . . H 9 ● . . . .A 8 ○ 1 . . . B 8 ● . . . . C 8 ● . . . . D 8 ● . . . . E 8 ● . . . . F 8 ● . . . . G 8 ● . . . . H 8 ● . . . .A 7 ○ 1 . . . B 7 ● . . . . C 7 ● . . . . D 7 ● . . . . E 7 ● . . . . F 7 ● . . . . G 7 ● . . . . H 7 ● . . . .A 6 ○ 1 1 . . B 6 ● . . . . C 6 ● . . . . D 6 ● . . . . E 6 ● . . . . F 6 ● . . . . G 6 ● . . . . H 6 ● . . . .A 5 ○ 1 1 . . B 5 ● . . . . C 5 ● . . . . D 5 ● . . . . E 5 ● . . . . F 5 ● . . . . G 5 ● . . . . H 5 ● . . . .A 4 ○ 1 1 . . B 4 ● . . . . C 4 ○ 1 1 . . D 4 ● . . . . E 4 ● . . . . F 4 ● . . . . G 4 ● . . . . H 4 ● . . . .A 3 ○ 1 1 1 1 B 3 ● . . . . C 3 ○ 1 1 . . D 3 ● . . . . E 3 ● . . . . F 3 ● . . . . G 3 ● . . . . H 3 ● . . . .A 2 ○ 1 1 . . B 2 ● . . . . C 2 ○ 1 1 . . D 2 ● . . . . E 2 ● . . . . F 2 ● . . . . G 2 ● . . . . H 2 ● . . . .A 1 ○ 1 1 1 1 B 1 ○ 1 . . . C 1 ○ 1 1 . . D 1 ○ 1 1 . . E 1 ● . . . . F 1 ○ 1 1 1 1 G 1 ● . . . . H 1 ● . . . .
DateJanuary 0, 1900January 0, 1900January 0, 1900
A - Cooperation & Reinforcer Effectiveness
B - Visual Performance
C - Receptive Language
D - Imitation E - Vocal Imitation
F - Requests G - Labelling H - Intraverbals
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Daniel’s ABLLS I-R
L 22 ? . . . .L 21 ? . . . .
J 20 ? . . . . L 20 ? . . . .J 19 ? . . . . L 19 ? . . . .J 18 ? . . . . L 18 ? . . . .J 17 ? . . . . L 17 ? . . . .J 16 ? . . . . L 16 ? . . . .J 15 ? . . . . L 15 ? . . . . Q 15 ? . . . .J 14 ? . . . . L 14 ? . . . . Q 14 ? . . . .J 13 ? . . . . L 13 ? . . . . Q 13 ? . . . .J 12 ? . . . . L 12 ? . . . . M 12 ? . . . . Q 12 ? . . . .J 11 ? . . . . L 11 ? . . . . M 11 ? . . . . Q 11 ? . . . .J 10 ? . . . . K 10 ? . . . . L 10 ? . . . . M 10 ? . . . . N 10 ? . . . . Q 10 ? . . . .
I 9 ? . . . . J 9 ? . . . . K 9 ? . . . . L 9 ? . . . . M 9 ? . . . . N 9 ? . . . . Q 9 ? . . . .I 8 ? . . . . J 8 ? . . . . K 8 ? . . . . L 8 ? . . . . M 8 ? . . . . N 8 ? . . . . Q 8 ? . . . .I 7 ? . . . . J 7 ? . . . . K 7 ? . . . . L 7 ? . . . . M 7 ? . . . . N 7 ? . . . . Q 7 ? . . . .I 6 ? . . . . J 6 ? . . . . K 6 ? . . . . L 6 ? . . . . M 6 ? . . . . N 6 ? . . . . P 6 ? . . . . Q 6 ? . . . .I 5 ? . . . . J 5 ? . . . . K 5 ? . . . . L 5 ? . . . . M 5 ? . . . . N 5 ? . . . . P 5 ? . . . . Q 5 ? . . . .I 4 ? . . . . J 4 ? . . . . K 4 ? . . . . L 4 ? . . . . M 4 ? . . . . N 4 ? . . . . P 4 ? . . . . Q 4 ? . . . .I 3 ? . . . . J 3 ? . . . . K 3 ? . . . . L 3 ? . . . . M 3 ? . . . . N 3 ? . . . . P 3 ? . . . . Q 3 ? . . . .I 2 ? . . . . J 2 ? . . . . K 2 ? 1 1 . . L 2 ? . . . . M 2 ? . . . . N 2 ? . . . . P 2 ? . . . . Q 2 ? . . . .I 1 ? 1 . . . J 1 ? . . . . K 1 ? 1 1 1 1 L 1 ? 1 1 . . M 1 ? . . . . N 1 ? . . . . P 1 ? . . . . Q 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
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Daniel’s ABLLS S-Z
Y 28 ? . . . . Z 28 ? . . . .Y 27 ? . . . . Z 27 ? . . . .Y 26 ? . . . . Z 26 ? 1 1 1 1Y 25 ? . . . . Z 25 ? . . . .Y 24 ? . . . . Z 24 ? . . . .Y 23 ? . . . . Z 23 ? . . . .Y 22 ? 1 1 1 1 Z 22 ? . . . .Y 21 ? . . . . Z 21 ? . . . .Y 20 ? . . . . Z 20 ? . . . .Y 19 ? . . . . Z 19 ? . . . .Y 18 ? . . . . Z 18 ? . . . .Y 17 ? . . . . Z 17 ? 1 1 1 1Y 16 ? . . . . Z 16 ? 1 1 1 1
U 15 ? . . . . Y 15 ? . . . . Z 15 ? . . . .U 14 ? . . . . Y 14 ? . . . . Z 14 ? . . . .U 13 ? . . . . Y 13 ? . . . . Z 13 ? . . . .U 12 ? . . . . Y 12 ? . . . . Z 12 ? . . . .U 11 ? . . . . Y 11 ? . . . . Z 11 ? . . . .U 10 ? . . . . V 10 ? . . . . X 10 ? . . . . Y 10 ? . . . . Z 10 ? . . . .
S 9 ? . . . . U 9 ? . . . . V 9 ? . . . . X 9 ? . . . . Y 9 ? . . . . Z 9 ? . . . .S 8 ? . . . . U 8 ? . . . . V 8 ? . . . . X 8 ? . . . . Y 8 ? 1 1 1 1 Z 8 ? 1 1 1 1S 7 ? . . . . U 7 ? . . . . V 7 ? . . . . W 7 ? . . . . X 7 ? . . . . Y 7 ? 1 1 1 1 Z 7 ? 1 1 1 1S 6 ? . . . . T 6 ? . . . . U 6 ? . . . . V 6 ? . . . . W 6 ? . . . . X 6 ? . . . . Y 6 ? . . . . Z 6 ? . . . .S 5 ? . . . . T 5 ? . . . . U 5 ? . . . . V 5 ? . . . . W 5 ? . . . . X 5 ? . . . . Y 5 ? 1 1 1 1 Z 5 ? 1 1 1 1S 4 ? . . . . T 4 ? . . . . U 4 ? . . . . V 4 ? . . . . W 4 ? . . . . X 4 ? . . . . Y 4 ? 1 1 1 1 Z 4 ? 1 1 1 1S 3 ? . . . . T 3 ? . . . . U 3 ? . . . . V 3 ? . . . . W 3 ? . . . . X 3 ? . . . . Y 3 ? 1 1 1 1 Z 3 ? 1 1 1 1S 2 ? . . . . T 2 ? . . . . U 2 ? . . . . V 2 ? 1 1 . . W 2 ? . . . . X 2 ? . . . . Y 2 ? 1 1 1 1 Z 2 ? 1 1 1 1S 1 ? . . . . T 1 ? . . . . U 1 ? . . . . V 1 ? 1 1 1 1 W 1 ? . . . . X 1 ? . . . . Y 1 ? 1 1 1 1 Z 1 ? 1 1 1 1
S - Writing X - Toileting Y - Gross Motor Z - Fine MotorT - Spelling U - Dressing V - Eating W - Grooming
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Mason’s ABLLSo C52o C51o C50o C49o C48o C47o C46o C45o C44o C43o C42 o G42 o H42o C41 o G41 o H41o C40 o G40 o H40o C39 o G39 o H39o C38 o G38 o H38o C37 o G37 o H37o C36 o G36 o H36o C35 o G35 o H35o C34 o G34 o H34o C33 o G33 o H33o C32 o G32 o H32o C31 o G31 o H31o C30 o G30 o H30o C29 o G29 o H29o C28 o G28 o H28o C27 o F27 o G27 o H27o C26 o F26 o G26 o H26o C25 o F25 o G25 o H25o C24 o F24 o G24 o H24o C23 o F23 o G23 o H23o C22 o F22 o G22 o H22
o B21 o C21 o F21 o G21 o H21o B20 o C20 o F20 o G20 o H20o B19 o C19 o F19 o G19 o H19o B18 o C18 o F18 o G18 o H18o B17 o C17 o F17 o G17 o H17o B16 o C16 o F16 o G16 o H16o B15 o C15 o F15 o G15 o H15o B14 o C14 o F14 o G14 o H14o B13 o C13 o D13 o F13 o G13 o H13o B12 o C12 o D12 o F12 o G12 o H12
o A11 o B11 o C11 o D11 o F11 o G11 o H11o A10 o B10 o C10 o D10 o F10 o G10 o H10o A9 o B9 o C9 o D9 o E9 o F9 o G9 o H9 o I9o A8 o B8 o C8 o D8 o E8 o F8 o G8 o H8 o I8o A7 o B7 o C7 o D7 o E7 o F7 G7 o H7 o I7o A6 o B6 o C6 o D6 o E6 o F6 o G6 o H6 o I6o A5 o B5 o C5 o D5 o E5 o F5 o G5 o H5 o I5o A4 o B4 o C4 o D4 o E4 o F4 o G4 o H4 o I4o A3 o B3 o C3 o D3 o E3 o F3 o G3 o H3 o I3o A2 o B2 o C2 o D2 o E2 o F2 o G2 o H2 o I2o A1 o B1 o C1 o D1 o E1 o F1 o G1 o H1 o I1
Cooperation
& Reinforcers
Jan 05 2005
2/25/2005
Imitation Vocal Imitation RequestsReceptiveVisual
Performance Language
Intraverbals Spontaneous
Vocals
Labeling
Name: Mason
DOB:
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ABLLS--LucasColor Key
C 52 1 1 1 1C 51 1 1 1 1C 50 1 1 . .C 49 . . . .C 48 1 1 . .C 47 1 2 2 .C 46 2 2 . .C 45 1 1 1 1C 44 1 1 1 1C 43 . . . .C 42 1 1 . . G 42 . . . . H 42 . . . .C 41 1 1 1 1 G 41 . . . . H 41 . . . .C 40 1 1 1 1 G 40 . . . . H 40 . . . .C 39 1 1 1 1 G 39 . . . . H 39 . . . .C 38 1 1 . . G 38 . . . . H 38 . . . .C 37 1 1 1 1 G 37 . . . . H 37 . . . .C 36 1 1 1 1 G 36 . . . . H 36 . . . .C 35 1 1 . . G 35 . . . . H 35 . . . .C 34 1 1 1 1 G 34 . . . . H 34 . . . .C 33 1 1 1 1 G 33 . . . . H 33 1 1 . .C 32 1 1 1 1 G 32 1 . . . H 32 . . . .C 31 1 1 1 1 G 31 . . . . H 31 . . . .C 30 1 1 1 1 G 30 . . . . H 30 . . . .C 29 1 1 1 1 G 29 . . . . H 29 . . . .C 28 1 1 1 1 G 28 1 1 1 1 H 28 . . . .C 27 1 1 1 1 F 27 1 1 . . G 27 1 1 1 1 H 27 . . . .C 26 1 1 1 1 F 26 . . . . G 26 1 1 . . H 26 1 . . .C 25 1 1 1 1 F 25 . . . . G 25 1 2 2 2 H 25 . . . .C 24 . . . . F 24 1 1 . . G 24 . . . . H 24 . . . .C 23 1 1 1 1 F 23 . . . . G 23 2 2 2 2 H 23 . . . .C 22 1 1 1 1 F 22 1 1 . . G 22 2 2 2 2 H 22 . . . .
B 21 1 1 1 1 C 21 1 1 2 2 F 21 . . . . G 21 . . . . H 21 . . . .B 20 1 1 . . C 20 1 1 1 1 F 20 . . . . G 20 . . . . H 20 . . . .B 19 1 1 . . C 19 1 1 1 1 F 19 . . . . G 19 . . . . H 19 . . . .B 18 1 1 1 1 C 18 1 1 1 1 F 18 . . . . G 18 2 2 . . H 18 . . . .B 17 1 1 1 . C 17 1 1 1 1 F 17 . . . . G 17 1 1 1 . H 17 . . . .B 16 1 1 1 . C 16 1 1 1 1 F 16 . . . . G 16 1 1 1 2 H 16 1 1 . .B 15 1 1 1 . C 15 1 1 1 1 F 15 . . . . G 15 1 1 1 1 H 15 1 1 1 .B 14 1 1 1 1 C 14 1 1 1 1 F 14 . . . . G 14 1 1 1 1 H 14 1 . . .B 13 1 1 1 1 C 13 1 1 1 1 D 13 . . . . F 13 . . . . G 13 1 1 1 1 H 13 1 1 . .B 12 1 1 1 1 C 12 1 1 1 1 D 12 1 1 1 1 F 12 1 1 . . G 12 1 1 1 1 H 12 1 1 1 .
A 11 1 1 . . B 11 1 1 1 1 C 11 1 1 1 1 D 11 1 1 1 1 F 11 1 1 . . G 11 1 1 2 2 H 11 1 1 . .A 10 . . . . B 10 1 1 1 1 C 10 1 1 1 1 D 10 1 1 1 1 F 10 1 1 . . G 10 1 1 1 2 H 10 1 1 . .A 9 . . . . B 9 1 1 1 1 C 9 1 1 1 1 D 9 1 1 1 1 E 9 1 1 1 . F 9 1 1 1 1 G 9 1 1 1 1 H 9 1 1 . . I 9 . . . .A 8 1 2 2 2 B 8 1 1 1 1 C 8 1 1 1 1 D 8 1 1 1 1 E 8 1 1 1 1 F 8 1 1 1 . G 8 . . . . H 8 1 1 . . I 8 1 1 . .A 7 1 1 1 1 B 7 1 1 . . C 7 1 1 1 1 D 7 1 1 1 1 E 7 1 1 1 1 F 7 1 . . . G 7 . . . . H 7 1 1 1 . I 7 1 1 1 1A 6 1 1 1 1 B 6 1 1 1 1 C 6 1 1 1 1 D 6 1 1 1 1 E 6 1 1 2 . F 6 1 1 1 1 G 6 1 1 1 1 H 6 1 1 1 1 I 6 1 1 1 1A 5 1 1 1 1 B 5 1 1 1 1 C 5 1 1 1 1 D 5 1 1 1 1 E 5 1 1 1 . F 5 1 1 1 1 G 5 1 1 1 1 H 5 1 1 1 1 I 5 1 1 1 1A 4 1 1 1 1 B 4 1 1 1 1 C 4 1 1 1 1 D 4 1 1 1 1 E 4 1 1 1 1 F 4 1 1 1 1 G 4 1 1 1 1 H 4 1 1 1 1 I 4 1 1 1 1A 3 1 1 1 1 B 3 1 1 1 1 C 3 1 1 1 1 D 3 1 1 1 1 E 3 1 1 1 1 F 3 1 1 1 1 G 3 1 1 1 1 H 3 . . . . I 3 1 1 1 .A 2 1 1 1 1 B 2 1 1 1 1 C 2 1 1 1 1 D 2 1 1 1 1 E 2 1 1 1 1 F 2 1 1 1 1 G 2 1 1 1 1 H 2 1 1 1 1 I 2 1 1 1 1A 1 1 1 1 1 B 1 1 1 1 1 C 1 1 1 1 1 D 1 1 1 1 1 E 1 1 1 1 1 F 1 1 1 1 1 G 1 1 1 1 1 H 1 1 1 1 1 I 1 1 1 1 1
H - Intraverbals I - Spontaneous Vocalization
F - Requests G - LabellingE - Vocal Imitation
A - Cooperation & Reinforcer Effectiveness
B - Visual Performance
C - Receptive Language
D - Imitation
9/6/2007 Lucas B.June 7, 2007January 0, 1900
Date
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VB MAPP--LucasKey: Score Date Color Tester
Child's name Lucas Barbera 1st test: 117.5 M. Barbera
Date of birth 2nd test:
3rd test:
LEVEL 3
Mand Listener VP/MTS Writing 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
Aug-07
7/3/1996
Tact LRFFCSocial/playReading Math
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Language Barriers--LucasKey Date Color Tester
Child's name: Lucas Barbera 1st Asses. M. Barbera
Date of birth: 2nd Asses.
3rd Asses.
Inst. Control Behavior Prob. Defective Mand Defective Tact Defective Imit. Defective Echo Defective MTS
5
4
3
2
11 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 CD
5
4
3
2
11 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 Self-Stim Defective Artic. OCB Reinf. Depend. Attending
5
4
3
2
11 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3
08/2007
7/3/1996
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A Baker’s Dozen Intervention Tips for Children with Delays
• 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
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# 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
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#2 Pairing
2. “Pair” yourself and the environment with reinforcement by giving the child lots of reinforcement with no effort required .
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# 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
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#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.
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#5 Mand Training
5. 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.
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#6 Matching
6. Teach the child to match items and
pictures. Label the item instead of
using the command “match” or “put with same.”
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# 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.
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# 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.
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#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)
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# 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.
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# 11 Sabotage Daily Life
11. 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.
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# 12 Do Not Reinforce Problem Behavior
12. Do not respond whining, kicking, screaming and other negative behaviors.
For problem behavior related to access toattention/tangibles:• Walk away, Ignore, or use the Count and
Mand procedure
For escape related problem behavior: • Ignore problem behavior and continue
demand
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# 13 Prevent and Correct Errors throughout the day!
Instructor: Points to an apple and says What is it?
Child: “bird.”Instructor: “What is it—apple”Child: echoes “apple”Instructor: Right, what is it? Child: “apple”Instructor: Presents 2-3 easy demands
and then “what is it?”Child: “apple”
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Some Take Home Pointsfor 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
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Switching to an ABA/VB approach
• Scientifically validated approach• Child friendly• Should see decrease in negative and increase in
positive behaviors fairly quickly• Data based decision making• Encourages all team members to treat behaviors
consistently and increase demands at the same pace.
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Questions?
• www.verbalbehaviorapproach.com
• Thank You!