vb-mapp presentation 2009-02-07
DESCRIPTION
autismTRANSCRIPT
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The Verbal Behavior Milestones Assessment and
Placement Program(VB-MAPP)
Parents Of Autistic Children of Northern Virginia (POAC-NoVA)
Melissa Modarressi, M.Ed.Theodore A. Hoch, Ed.D., B.C.B.A.
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With tremendous thanks toDr. Mark Sundberg!
for writing the vast (really – vast!)
majority of what you’ll see and hear
today!
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Overview of Today’s SessionIntroductionsBrief HistoryCurrent State of VB Assessment and InstructionThe VB-MAPP – Where it came fromThe VB-MAPP – How to do itThe VB-MAPP – How to figure out what to doThe VB-MAPP – How to evaluateConclusions
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Introductions
MelissaTedDisclaimerwww.avbpress.com www.marksundberg.com
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Brief HistoryThrough the millenia …Sechenov, Pavlov, Watson, and othersBlack box psychologistsSkinner, and the influence of consequencesApplication to thinking, reading, writing, speaking, etc.WW-IIVerbal BehaviorApplications to people with psychiatric or developmental disabilitiesContinued conceptual and experimental workApplication to people with autism
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Controversies and Disagreements
General misunderstanding of ABA, and its range of applicationsFacilitated communicationSelection-based v. Topography-based systemsEducational personnel preparationHome v. school programmingITT v. NET “But if I teach him to sign, he won’t learn to speak”Form versus function
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Current State of VB Assessment
Traditional assessment by an SLPStandardized tests (e.g., PPVT, EVT, Brigance, Vineland Adaptive Behavior Scales, etc.)Behavioral Language AssessmentABLLS-RVB-MAPP
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Functional Nomenclature
MandTactEchoicTranscriptiveIntraverbalSpeaker’s repertoireListener’s repertoireAutoclitic
Motor imitation Vocal
Imitation Textual LRFFC Matching to
sampleVerbal
behavior
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What is it?
AntecedentFire in the
fireplace
“Ready, aim”
Fire on the stove while you’re cooking
Your behavior
“Fire”
“Fire”
“Fire”
Consequence“Yep”
???
Someone rushes in to help
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What is it?
AntecedentFIRE written on
board
Smell of smoke
I say “fire”
It’s hot, orange, and burns
Your behavior
“Fire”
“Fire”
“Fire”
“Fire”
Consequence????
???
“yep”
“That’s the word”
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So, verbal behavior’s not about teaching words?
Not so much …
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Back to that VB-MAPP –Where did it come from?
History described earlierEvolution helped along by numerous behavior analysts (and even SLPs)Field tested on NT kids and kids with autism and other disabilitiesNormed against other instruments
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How does VB-MAPP compare with other
assessments?FunctionalFormative and summativeCriterion and norm referencedAssesses verbal repertoiresThose way cool Barriers and Transitions Assessments, and that IEP Guide
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VB-MAPP – Who can administer it?
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VB-MAPP –Who should administer it?
“In order to conduct this language assessment it is essential that the the tester have a basic understanding of behavior analysis, Skinner’s (1957) analysis of verbal behavior, and the components of linguistic structure”
Sundberg (2008), p. 16
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VB-MAPP – Section by Section
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VB-MAPP Skills AssessmentSkills assessed on the VB-MAPP include:
Elementary verbal operants Listener skillsVocal outputIndependent play Social skills and social playVisual perceptual skills and matching-to-sampleGrammatical and syntactical skillsGroup and classroom skillsBeginning academic skills
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VB-MAPP Skills AssessmentMilestones in three developmental levels
Level 1: 0-18 months Level 2: 18-30 months Level 3: 30-48 months
Scores balanced across each level
Five items and five possible points for each skill area
Three boxes in all sections for separate administrations
Each item scored 0, 1, or ½
Look for the operant level; If the skill is below operant level score quickly and move on; if it is close to the operant level, test it
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VB-MAPP Level 1: Tact
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VB-MAPP Skills Assessment
Total for the five items is marked on the top of each skill area
Totals for each skill area are added for all three levels and placed on the VB-MAPP Scoring Form
Total score on the Echoic sub-test is converted to a milestone score on the VB-MAPP form
Specific items on the VB-MAPP have been adjusted many times based on the field-test data (See VB-MAPP Assessment Forms)
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VB-MAPP Barriers AssessmentImportant to find out what a child can do (The VB-MAPP Skills Assessment), but also what she can’t, and why
VB-MAPP Barriers Assessment designed to identify and score 22 different learning and language acquisition barriers
Once a barrier is identified, a more detailed descriptive and/or functional analysis is required
Many ways for a verbal repertoire or related skill to become defective so individualized analysis needed to determine what the nature of the problem is for a specific child, and what intervention program might be appropriate
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VB-MAPP Barriers AssessmentDefective Verbal Behavior
Descriptive functional analysis of verbal behavior
Behavioral analysis of words, phrases, and sentences emitted by children with autism
Same basic principles of behavior as nonverbal behavior
What is the source of control?
Sources of control often reveal that what appears to be a correct response in form is actually incorrect in function
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VB-MAPP Barriers Assessment
Defective Verbal Behavior
Might not be the same source of control observed in a typically developing child (e.g., I have a red shirt on)
Each verbal operant can be susceptible to unwanted sources of control
Defective mands (I want candy. What’s that?)
Defective tacts (Bounce ball, Black car, Under table)
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VB-MAPP Barriers AssessmentCommon Learning and Language Acquisition
Barriers
Instructional control (Escape/avoidance)
Behavior problems
Defective mand
Defective tact
Defective motor imitation
Defective echoic (e.g., echolalia)
Defective matching-to-sample
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VB-MAPP Barriers AssessmentCommon Learning and Language Acquisition
Barriers
Defective listener repertoires (e.g., LD, LRFFC)
Defective intraverbal
Defective play and social skills
Prompt dependent, long latencies
Scrolling responses
Defective scanning skills
Failure to make conditional discriminations
Failure to generalize
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VB-MAPP Barriers AssessmentCommon Learning and Language Acquisition
Barriers
Weak or atypical MOs
Response requirements weakens the MO
Self-stimulation
Articulation problems
Obsessive-compulsive behavior
Reinforcement dependent
Does not attend to people/materials
Defective social behavior
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Scoring the VB-MAPP Barriers Assessment
Rate the child on the VB-MAPP Barriers Assessment Form using a Likert-type scale of 1 to 5
1 or 2 = no significant barriers, and formal intervention plan may not be required.
3, 4, or 5 = barrier(s) present, that probably should be addressed as part of the intervention program
For some, immediate focus of intervention is on removing a particular barrier, rather than language instruction
Most common immediate barriers to remove involve instructional control problems, or other behavior problems
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VB-MAPPS for Typically Developing Children
Lisa HaleMark L. Sundberg
Rikki RodenCarl T. Sundberg
Cindy A. Sundberg
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VB-MAPPs for Children with Autism
Mark L. SundbergCarl T. Sundberg
Shannon RosenhanShannon MontanoKaisa Weathers
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VB MAPP Skills Task AnalysisMilestones can be considered floors in a building, and the task analysis contains the steps between each floor
170 milestones and approximately 1000 total tasks in the VB-MAPP task analysis
Task analysis form also allows for more detailed skills tracking
Building a whole repertoire, not just individual skills (e.g., mand, tact, M-T-S repertoires)
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VB MAPP IEP Goals and Placement
Results of the VB-MAPP Skills and Barriers Assessment provide guidance for developing an intervention program
Specific IEP goals are provided for each milestone and barrier
The assessment corresponds with the verbal behavior intervention program (Sundberg & Partington, 1998; Sundberg, in preparation)
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VB-MAPP Transition Assessment
A common goal for many educators and parents of children is to integrate the child into a mainstream setting
Many different levels of integration
Transition Assessment designed to identify skills that increase probability a child will succeed in a less restrictive setting
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No single skill will be a good determiner of success, but a collective body of skills can help educators and parents make decisions
VB-MAPP Transition Assessment helps determine if a child has necessary prerequisite skills to learn in a less restrictive classroom environment
There are 18 skill areas on the Transition Assessment
VB-MAPP Transition Assessment
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VB-MAPP Transition Assessment
Transition skills include: Overall VB-MAPP Skills score Barrier behaviors Group skills Social skills Independence Classroom routines Play skills Toileting
Spontaneity Reinforcers Learning in the natural environment Generalization Quick acquisition Retention Transfer skills Self-care Safety
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VB-MAPP Barriers Assessment Analysis of a Defective Mand Repertoire
Many children with autism have absent, weak, or defective mand repertoireextensive tact and listener skills, as well as other elevated scores on the VB-MAPP Skills assessment
Not uncommon for child to engage in tantrum or some other problem behavior as a mand
Word learned under SD control may not automatically transfer to MO control
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Analysis of a Defective Mand Repertoire
Distinction between SD and MO control not part of many language assessment and intervention programs designed for children with autism
Many potential causes of defective manding so functional analysis needed to determine cause for an individual child
VB-MAPP Barriers Assessment
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The VB-MAPP Barriers AssessmentPotential causes of absent, weak,
or defective mand repertoire
Mand training not part of child’s early language training history
Target response form too difficult for the child
When a child has no or limited vocal behavior, sign language or PECS has not been tried
High response requirement weakens the relevant MO
No current MO in effect for targeted item
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Potential causes of absent, weak, or defective mand repertoire
Response is prompt bound by physical, echoic, imitative, or verbal stimuli
A nonverbal stimulus acquires control of the response and blocks MO control
A verbal stimulus acquires control of the response and blocks MO control
Motivation (MO) does not control the response form
The VB-MAPP Barriers Assessment
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The VB-MAPP Barriers Assessment
Potential causes of absent, weak, or defective mand repertoire
Single response topography functions as the mand (e.g., more, please, that)
Can’t establish differential response topographies
Scrolling gets reinforced
Not enough mand trials are provided each day
Poor audience control
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Potential causes of absent, weak, or defective mand repertoire
Mands only required and reinforced in specific setting
Generalization training is not provided
Verbal information does not function as reinforcement for the child
Manding does not come under control of natural contingencies
History of punishment for attempts at manding
The VB-MAPP Barriers Assessment
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The VB-MAPP Barriers AssessmentAnalysis of a Defective Tact Repertoire
Tact less susceptible to becoming defective than mand or intraverbal, due in part, to nature of tact’s controlling variables
Nonverbal stimulus control more measurable and accessible, in general, much clearer than motivational control (mand), and verbal stimulus control (intraverbal)
Often the case that the wrong nonverbal stimulus acquires control of a tact
For example, when teaching tacts related to verbs, the goal is that the specific moving nonverbal stimulus evokes a specific response, not the object related to the movement
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Analysis of a Defective Tact Repertoire
Some children learn to emit a word that is a verb in form but not in function, as in the response Drinking juice when just shown a cup, or Throwing ball when shown a ball
Similar problems can be observed in efforts to teach tacts related to prepositions and adjectives (e.g., Above and Below. Big and little)
Gone unchecked, these tacting errors can be difficult to change and can become the source of other verbal problems later in training, such as intraverbal rote responding
The VB-MAPP Barriers Assessment
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The VB-MAPP Barriers AssessmentCommon causes of absent, weak, or defective
tact
Limited amount of formal tact training has occurred
Other barriers such as instructional control dominate the educational activities
Articulation is unintelligible, and augmentative communication has not been tried
Tacting is prompt bound by echoic, imitative, or other SDs (e.g., lip prompts)
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Common causes of absent, weak, or defective tactScrolling through targeted tacts gets reinforced
Single response tacts have been over conditioned
Limited training with multiple SDs and multiple response tacting
The wrong source of control is established (e.g., tacting verbs or emotions from pictures)
The VB-MAPP Barriers Assessment
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VB-MAPP Barriers Assessment
Common causes of an absent, weak, or defective tact
Failure to analyze complexities of tacts involving prepositions, pronouns, adjectives, private events, social behavior, etc.
Verbal stimuli do not establish a feature of nonverbal stimuli as an SD (IV/Tact combo)
Poorly sequenced curriculum
Generalization training is not provided (stimulus and response classes)
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Common causes of an absent, weak, or defective tact
No spontaneous tacting due to additional prompts in training (SD effect)
No spontaneous tacting due to aversive variables present in training (MO-Reflexive)
Tacting not reinforced by natural or automatic contingencies
The child has a punishment history for tacting
Excessive or inappropriate tacting gets reinforced
VB-MAPP Barriers Assessment
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VB-MAPP Barriers AssessmentAn Analysis of a Defective Intraverbal Repertoire
• Intraverbal behavior is most prone to becoming rote
Task of directly teaching intraverbal behavior is complicated and endless
• Early intraverbal training pretty straight forward, but by 3-4 years of age, a typical child acquires 1000s of different intraverbal relations
• Most adults have hundreds of thousands of different intraverbal relations as a part of their verbal repertoires
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An Analysis of a Defective Intraverbal Repertoire
Contact with these verbal stimuli can evoke numerous intraverbal response
Number of different intraverbal relations far outnumbers the number of different mands and tacts. The frequency of mands may be greater than intraverbals, but often the mands are related to a relatively small set of MOs
VB-MAPP Barriers Assessment
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VB-MAPP Barriers AssessmentAn Analysis of a Defective Intraverbal Repertoire
Many children with autism have great difficulty acquiring meaningful intraverbal behavior. Some have acquired 100s of tacts and LDs, but no more than a few simple intraverbal relations
Tacting, imitation, echoic, matching, LDs, textual, and transcriptive have degree of sameness that may come easier for children with autism than intraverbal behavior
Not only are antecedents for these repertoires more consistent and clearer, but also response is frequently the same (A spoon is usually Spoon, 2 is always Two)
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An Analysis of a Defective Intraverbal Repertoire
Intraverbal relations involve constantly changing SDs and responses
For example, a tree is always a tree for echoic, tacting, matching, etc., but discussion about trees can be comprised of hundreds, if not thousands, of different intraverbal relations
Furthermore, discussion about trees won’t occur exactly the same way each time
However, this type of defective intraverbal behavior not uncommon for some high functioning individuals with autism, and especially those with Aspergers
VB-MAPP Barriers Assessment
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VB-MAPP Barriers Assessment
An Analysis of a Defective Intraverbal Repertoire
Verbal SDs usually much more complicated than the nonverbal SDs; have multiple components, in brief time frame
Multiple words as SDs almost always involves verbal conditional discriminations
Vocal verbal stimuli are transitory, nonverbal stimuli more static
Attending to verbal SDs often more laborious than to nonverbal SDs
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An Analysis of a Defective Intraverbal Repertoire
Visual stimuli may block the establishment of control by verbal stimuli
Many words that are not clearly evoked by a corresponding nonverbal stimulus (e.g., the, a, can’t, usually, if, its, for, of, anyway, whatever) but form the VCDs
is often shaped to include only the salient information
IV responses typically more complex than tact responses
VB-MAPP Barriers Assessment
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An Analysis of a Defective Intraverbal Repertoire
The MLU of a tact tends to be much shorter than the MLU for an intraverbal
There is often only so much that can be said about a specific nonverbal stimulus (e.g., the tact bike vs, IV story about a bike)
The tact response is often shaped to include only the salient information
VB-MAPP Barriers Assessment
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VB-MAPP Barriers AssessmentCommon causes of an absent, weak,
or defective intraverbal repertoire
Child has not received formal intraverbal training
Child is given training, but it’s to early to focus on intraverbals
Child’s echoic repertoire is too strong (echolalia)
Nonverbal stimuli control response form (tact prompt bound)
MOs control response forms (strong IVs on favorite topics)
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Common causes of an absent, weak, or defective intraverbal repertoire
Intraverbal curriculum is out of developmental and behavioral sequence
Rote intraverbal responses have been firmly established due to conditioning history
Out of context or irrelevant intraverbal training may establish odd forms of IV behavior
Single verbal stimuli and single verbal responses have been over conditioned
VB-MAPP Barriers Assessment
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VB-MAPP Barriers AssessmentCommon causes of an absent, weak,
or defective intraverbal repertoire
Specific target responses are not in child’s repertoire as tacts, LDs, or LRFFCs
Child doesn’t attend to multiple verbal stimuli (S-deltas)
Child does not have sufficient training on verbal conditional discriminations
Verbal stimulus classes have not been established
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Common causes of an absent, weak, or defective intraverbal repertoire
Verbal response classes have not been established
Poor audience control
No automatic reinforcement for IV behavior
A punishment history for intraverbal behavior
An extinction history for intraverbal behavior
VB-MAPP Barriers Assessment
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VB-MAPP Barriers Assessment
An Analysis of a Defective Listener Repertoire
Listener’s behavior involves several independent repertoires
Listener as audience for others’ verbal behavior
Listener’s nonverbal behavior evoked by others’ words
Listener’s covert verbal behavior evoked by others’ words (this part is actually speaker behavior, but commonly and erroneously referred to as listener, or receptive, behavior.
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VB-MAPP Barriers Assessment
Common Causes of an Absent, Weak, or Defective Listener Repertoire
Others’ speech doesn’t function as conditioned reinforcer
Others’ speech doesn’t function as an SD for attending
Child doesn’t reinforce others’ VB
Child doesn’t mediate reinforcement for others’ VB
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Common Causes of an Absent, Weak, or Defective Listener Repertoire
Child has not become an SD for certain verbal behavior from others
Child has not received formal listener training
Scrolling get reinforced in listener training
Inadvertent prompts control correct responses (eye gazes, position, hand placement)
VB-MAPP Barriers Assessment
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VB-MAPP Barriers Assessment
Common Causes of an Absent, Weak, or Defective Listener Repertoire
Child has a weak conditional discrimination repertoire
Verbal stimuli does not evoke scanning (or attending to the array
Child has been over conditioned with limited array
Child has been over conditioned with single stimulus and single response
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Common Causes of an Absent, Weak, or Defective Listener Repertoire
Generalization training has not provided (stimulus and response classes
Child stims with the materials
No LRFFC training has been provided
The curriculum is poorly sequenced
VB-MAPP Barriers Assessment
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VB-MAPP Barriers AssessmentCommon causes of absent, weak, or defective
visual perception and matching to sample repertoire
Child may have some type of vision impairment
Child has not received formal training on visual discrimination tasks
Adults have poor instructional control
Child stims with materials
Targeted visual tasks are out of developmental sequence (curriculum)
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Common causes of absent, weak, or defective visual perception and matching to sample
repertoire
Child is prompt bound by position, body movement, eye or pointing prompts, etc.
There is a reinforcement history for position preference, or specific response patterns
Scrolling behavior gets reinforced
A verbal consequence like No is really an SD to pick another item
VB-MAPP Barriers Assessment
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VB-MAPP Barriers AssessmentCommon causes of absent, weak, or defective
visual perception and matching-to-sample repertoire
If no reinforcement is provided for first selection, the child quickly selects another item
There is a failure to scan visual arrays and comparisons efficiently
There is a failure to make conditional discriminations
Over conditioning with a small array (limited array variation)
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Common causes of absent, weak, or defective visual perception and matching-to-sample
repertoire
Task is too easy because the comparison stimuli are very different from each other
Limited training with large arrays, scenes, and arrays in the natural environment
Limited training with similar stimuli in the array
Limited training with large arrays and similar stimuli in scenes and in the natural environment
VB-MAPP Barriers Assessment
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VB-MAPP Barriers Assessment
Common causes of absent, weak, or defective echoic
Physiological variables (e.g., weak muscle control, severe illnesses, cerebral palsy)
Little or no training or encouragement of echoic responding has been provided
Weak automatic reinforcement for echoic and vocal behavior
Possible automatic punishment (or other forms of punishment) for vocal behavior
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Common causes of absent, weak, or defective echoic
Child demonstrates low rate babbling or vocal play
Adults have poor instructional control
Vocal self-stimulation interferes with echoic development
Child has weak MOs for social interaction with other people
Child doesn’t attend to vocal stimuli
VB-MAPP Barriers Assessment
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VB-MAPP Barriers AssessmentCommon causes of absent, weak, or defective
echoic
Targeted vocal sounds, blends, and words are out of developmental sequence
Child has an aversive (failure) history regarding attempts to teach echoic behavior
Generalization training has not been provided
Repertoire too strong (echolalia, prompt bound)
Automatic reinforcement for out-of-context verbal responses (“Delayed echolalia”)
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VB-MAPP Barriers AssessmentPotential causes of scrolling
Responses that are first trained are not completely acquired (weak SD control)
Failure to identify that scrolling is occurring
The response is actually under a specific type of prompt rather than the target SD
The amount of discrimination training is insufficient
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Potential causes of scrolling
New words/signs are added too quickly
Scrolling gets intermittently reinforced
New stimuli and new responses are too similar
For mands, new MOs and specific reinforcement are similar to the earlier ones
VB-MAPP Barriers Assessment
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Potential causes of scrolling
Maintenance and generalization trials are insufficient
Failure to reinforce first wrong response evokes the next response
Curriculum is out of sequence
Scrolling is less work than discriminating
VB-MAPP Barriers Assessment
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VB-MAPP Barriers AssessmentInstructional control/non-compliance
(escape and avoidance)Many children with autism have learned ways to avoid or terminate demands placed upon them.These behaviors range from mild (e.g., looking away or not responding) to severe (e.g., aggression and self-injury). Behavior’s function is often to escape from things they don’t want to do (e.g., hair brushing, car seats, instructional demands), or stimuli indicating unwanted activities are coming (avoidance) (e.g., bedtime, turning off the TV, table tasks)These behaviors are common in typically developing children, but can become quite severe for a child with autism
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Instructional control/non-compliance (escape and avoidance)
There are a number of potential causes for instructional control problems. It is the job of the behavior analyst conduct a descriptive and/or functional analysis to determine the specific cause for each individual child
VB-MAPP Barriers Assessment
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VB-MAPP Barriers Assessment
Potential causes of noncompliant behaviors
Avoidance or escape of the demand is (negatively) reinforced (not followed through)
The child has a long history of successful avoidance and escape behavior
Extinction bursts are reinforced
Intermittent reinforcement develops persistence
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Potential causes of noncompliant behaviors
Positive reinforcement also follows the negative behaviors
Not enough reinforcement is provided for compliance
Effective reinforcers are not identified, or they cannot compete with negative reinforcement
Demand is too high (e.g., task expectations and curriculum issues)
VB-MAPP Barriers Assessment
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Potential causes of noncompliant behaviors
Demands are unclear or vague
Demand requires that child give up powerful reinforcers
Demands are in the form of threats (coercive)
Steps to successful compliance are too large
Intervention program is inconsistent
VB-MAPP Barriers Assessment
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Thank You!
For more information on verbal behavior and links to other
material go to:
www.marksundberg.com