Applied Behavior Analysis Speech Practices for Autism Spectrum

Applied Behavior Analysis Applied Behavior Analysis Speech Practices for Speech Practices for

Autism Spectrum DisordersAutism Spectrum Disorders

November 16, 2007Douglass Developmental Disabilities CenterRenee Downing-Van Ness M.A., CCC- SLPStacey Liebross M.S., CCC-SLP

Our goals for todayOur goals for today

Discuss ABA and how itDiscuss ABA and how it’’s application s application is relevant to SLPis relevant to SLP’’s in the clinical s in the clinical settingsetting

Discuss a variety of teaching Discuss a variety of teaching methods within the field of ABAmethods within the field of ABA

Discuss effective ways to support the Discuss effective ways to support the various teaching methodsvarious teaching methods

Discuss the conceptual framework of Discuss the conceptual framework of B. F. SkinnerB. F. Skinner’’s Verbal Behavior s Verbal Behavior Theory and itTheory and it’’s implications for s implications for teaching language to learners on the teaching language to learners on the Autism SpectrumAutism Spectrum

ABA DefinitionABA Definition

““Applied Behavior Analysis is the Applied Behavior Analysis is the science in which procedures derived science in which procedures derived from the principles of behavior are from the principles of behavior are systematically applied to improve systematically applied to improve socially significant behavior to a socially significant behavior to a meaningful degree and to meaningful degree and to demonstrate experimentally that the demonstrate experimentally that the procedures employed were procedures employed were responsible for the improvement in responsible for the improvement in behavior.behavior.”” Cooper, Heron, & Cooper, Heron, & Heward, 1987Heward, 1987

What does this mean??????What does this mean??????

ABA makes meaningful changes ABA makes meaningful changes in peoplein people’’s lives through use of s lives through use of procedures that have been procedures that have been demonstrated to work demonstrated to work

Core Characteristics of ABACore Characteristics of ABA

Interventions based upon Interventions based upon empirically validated researchempirically validated research

Includes direct observationIncludes direct observation

Highly individualized instructionHighly individualized instruction

Ongoing assessment and data Ongoing assessment and data collectioncollection

DataData--driven decision makingdriven decision making

Core Characteristics of ABACore Characteristics of ABA

Assessment of outcome is based Assessment of outcome is based on skill acquisition, maintenance on skill acquisition, maintenance over time, and generalization to over time, and generalization to realreal--life settingslife settings

A humanistic approach focused on A humanistic approach focused on quality of life and meaningful quality of life and meaningful changechange

Utilize antecedent strategies, Utilize antecedent strategies, positive reinforcement, and other positive reinforcement, and other consequences to produce behavior consequences to produce behavior changechange

What makes ABA effective?What makes ABA effective?

Specificity of goalsSpecificity of goals

Linked to thorough assessmentLinked to thorough assessment

Data based decision makingData based decision making

Dynamic programmingDynamic programming

IntensityIntensity

RatioRatio

HoursHours

Number of learning opportunitiesNumber of learning opportunities

The important role of ABA within The important role of ABA within the field of Speech Language the field of Speech Language

PathologyPathology

School Districts are currently School Districts are currently moving towards including ABA moving towards including ABA classesclasses

SLPSLP’’s are required to s are required to collaborate within ABA collaborate within ABA programsprograms

To collaborate effectively SLPTo collaborate effectively SLP’’s s need to have a working need to have a working knowledge of ABAknowledge of ABA

The important role of a Speech The important role of a Speech Language Pathologist within the Language Pathologist within the

field of ABAfield of ABA

SLPSLP’’s have an expertise in s have an expertise in speech and language that is speech and language that is necessary for a comprehensive necessary for a comprehensive ABA programABA program

Anatomy and Language DisordersAnatomy and Language Disorders

Developmental patterns and Developmental patterns and normsnorms

Augmentative communicationAugmentative communication

Current practices of Speech Current practices of Speech Language PathologistLanguage Pathologist’’ss

Establish RapportEstablish Rapport

Shaping Shaping

ReinforceReinforce

Behavior ManagementBehavior Management

ActivityActivity--Based InstructionBased Instruction

Incidental TeachingIncidental Teaching

Data CollectionData Collection

Teaching methods implemented in Teaching methods implemented in the field of ABA the field of ABA

Discrete Trial Instruction (DTI)Discrete Trial Instruction (DTI)

Natural Environment TeachingNatural Environment Teaching

Naturalistic Teaching StrategiesNaturalistic Teaching Strategies


ShapingShaping

Task Analysis/ChainingTask Analysis/Chaining

FluencyFluency--Based Instruction Based Instruction –– itit’’s s not stutteringnot stuttering


The term discrete stresses the need to The term discrete stresses the need to recognize each individual teaching moment recognize each individual teaching moment as separate and distinctas separate and distinct

Each trial has a definite beginning and endEach trial has a definite beginning and end

DTI breaks down tasks into specific, DTI breaks down tasks into specific, focused instructional demandsfocused instructional demands

The format of Discrete Trial Instruction is The format of Discrete Trial Instruction is very conducive to systematic data very conducive to systematic data collection and tracking the studentcollection and tracking the student’’s s performanceperformance

Relies on intensity and structureRelies on intensity and structure


AntecedentAntecedent--BehaviorBehavior-- ConsequenceConsequence

SDSD

Stimulus or setting event that occurs Stimulus or setting event that occurs prior to the behavior of interestprior to the behavior of interest

Response Response

The specific instance of a particular The specific instance of a particular behaviorbehavior


ConsequenceConsequence

An environmental change (stimulus) An environmental change (stimulus) that follows a given behavior in a that follows a given behavior in a relatively immediate temporal relatively immediate temporal sequence and alters the future sequence and alters the future probability of that behaviorprobability of that behavior

The evolution of DTI The evolution of DTI

Move from traditional block trials Move from traditional block trials to task interspersals to task interspersals

previously mastered materials previously mastered materials interspersed with targetsinterspersed with targets

Errorless proceduresErrorless procedures

prevention and interruption of prevention and interruption of errorserrors

antecendentantecendent strategystrategy

Most to least promptingMost to least prompting


Takes place in typical environmentTakes place in typical environment

Based on LearnerBased on Learner’’s interest and s interest and current motivationcurrent motivation

Developed by Sundberg and Developed by Sundberg and PartingtonPartington

Uses SkinnerUses Skinner’’s Verbal Behavior to s Verbal Behavior to develop an instructional model and develop an instructional model and curricular progression curricular progression


Item chosen by childItem chosen by child

Variation in instructional targets Variation in instructional targets every few trialsevery few trials

Loose shaping contingenciesLoose shaping contingencies

Natural reinforcersNatural reinforcers

Playful interactionsPlayful interactions


The student initiates the The student initiates the teaching by indicating an teaching by indicating an interestinterest

Based on the interest expressed Based on the interest expressed strategies are used to evoke a strategies are used to evoke a elaboration of the responseelaboration of the response

The elaboration provides access The elaboration provides access to the item of interestto the item of interest


Makes use of the natural Makes use of the natural environmentenvironment

Capitalizes on periods of high Capitalizes on periods of high motivation to facilitate learningmotivation to facilitate learning

Makes use of naturally occurring Makes use of naturally occurring reinforcers reinforcers

Reinforces an important class Reinforces an important class of behaviors (initiations) of behaviors (initiations)

ShapingShaping

The differential reinforcement of The differential reinforcement of successive approximations to a successive approximations to a specified target behaviorspecified target behavior

One member of a response One member of a response class is reinforced while others class is reinforced while others previously emitted members of previously emitted members of the same response class is not the same response class is not (e.g., /b/ vs. ball)(e.g., /b/ vs. ball)

Task Analysis/ChainingTask Analysis/Chaining

A specific sequence of responses each A specific sequence of responses each associated with a particular stimulus associated with a particular stimulus condition. condition.

Dirty handsDirty hands

Each response in the sequence changes Each response in the sequence changes the environment so as to produce the environment so as to produce reinforcement for the preceding response reinforcement for the preceding response as well as to serve as the SD for the next as well as to serve as the SD for the next response within the chainresponse within the chain

When individual responses are linked When individual responses are linked together the result is a behavior chain together the result is a behavior chain

Washing handsWashing hands

Task Analysis/Behavior Task Analysis/Behavior ChainsChains

Definition: a detailed Definition: a detailed description of each behavior description of each behavior needed to accomplish a needed to accomplish a behavioral objective specific to behavioral objective specific to the studentthe student’’s ability level. s ability level.

Steps in the chain specify in Steps in the chain specify in order the exact behavior the order the exact behavior the student must perform to reach student must perform to reach the behavioral objective.the behavioral objective.

Fluency Based InstructionFluency Based Instruction

Definition: The fluid Definition: The fluid combination of accuracy plus combination of accuracy plus speed that characterizes speed that characterizes competent performance (Binder, competent performance (Binder, 1966)1966)

Fluency is achieved by Fluency is achieved by procedures such as procedures such as ratebuildingratebuilding/precision teaching/precision teaching

Fluency Based InstructionFluency Based Instruction

SEAR checksSEAR checks

stability (in distraction)stability (in distraction)

endurance (over longer periods of endurance (over longer periods of time)time)

application (with novel materials application (with novel materials or instructors) or instructors)

retention of the skill over timeretention of the skill over time

Best Practices within the Field Best Practices within the Field of ABAof ABA

Motivational OperationsMotivational Operations

PairingPairing

MandingManding

Pace of instructionPace of instruction

LatencyLatency

Behavioral MomentumBehavioral Momentum

Errorless LearningErrorless Learning



What is It?What is It?

What is wantedWhat is wanted

WhatWhat’’s its it’’s importance?s importance?

An Sd will not evoke a particular An Sd will not evoke a particular response (and subsequently response (and subsequently access reinforcment) if there is access reinforcment) if there is no MO in effect for the no MO in effect for the reinforcementreinforcement


How do I contrive and capture How do I contrive and capture MOMO’’s?s?

Create a rich environmentCreate a rich environment

Organize the environment so that Organize the environment so that items are not easily accessible to items are not easily accessible to the studentthe student

Observe behavior to see if MO Observe behavior to see if MO continues to be effectivecontinues to be effective

Knowledge of Deprivation and Knowledge of Deprivation and SatiationSatiation

PairingPairing

The process of making the The process of making the person working with the student person working with the student a conditioned reinforcer by a conditioned reinforcer by pairing themselves with delivery pairing themselves with delivery of reinforcementof reinforcement

PairingPairing

Pairing can be achieved by Pairing can be achieved by

Limiting free access to rewardsLimiting free access to rewards

Embedding self into highly Embedding self into highly preferred activities to improve the preferred activities to improve the quality of the reinforcmentquality of the reinforcment

Limiting demands placed on Limiting demands placed on studentstudent

PairingPairing

Pairing should be donePairing should be done

During first interaction with the During first interaction with the studentstudent

When the student becomes When the student becomes satiated on current MOsatiated on current MO

Should be ongoingShould be ongoing

REMEMBER!!!!REMEMBER!!!!

Identifying the MO and pairing Identifying the MO and pairing lay the foundation for lay the foundation for instructional control in the futureinstructional control in the future

Pace of InstructionPace of Instruction

Rate of demands per minuteRate of demands per minute

High rates of demandHigh rates of demand

Decrease opportunity for challenging Decrease opportunity for challenging behaviorbehavior

Capitalize on behavioral momentumCapitalize on behavioral momentum

Relates to fluencyRelates to fluency

Helps student maintain attentionHelps student maintain attention

Variables that effect pace Variables that effect pace

Data collectionData collection

Setting up next trialSetting up next trial

LatencyLatency

Time between the SD and the Time between the SD and the initiation of the responseinitiation of the response

Short latencyShort latency

Strengthens SDStrengthens SD--R relationshipR relationship

Promotes fluencyPromotes fluency

Promote short latencies byPromote short latencies by

prompting quicklyprompting quickly

training to fluencytraining to fluency

differentially reinforcing shorter latencydifferentially reinforcing shorter latency

Behavioral MomentumBehavioral Momentum

The increase of the future probability The increase of the future probability of correct responding by establishing of correct responding by establishing a high rate of successful respondinga high rate of successful responding

Behavioral momentum willBehavioral momentum will

lower error ratelower error rate

reduce learner frustrationreduce learner frustration

Promote behavioral momentum byPromote behavioral momentum by

individualizing the ratio of demands to individualizing the ratio of demands to reinforcementreinforcement

Task Task interpersalsinterpersals--mixing mastered skills mixing mastered skills with more difficult skills (80with more difficult skills (80--20)20)


Goal of errorless learning is to Goal of errorless learning is to establish the relationship of the establish the relationship of the response and the natural stimulus by response and the natural stimulus by minimizing the execution of errorsminimizing the execution of errors

Accomplished through the fading of Accomplished through the fading of promptsprompts

Prompt is an extra stimulus presented Prompt is an extra stimulus presented simultaneously with the SD or immediately simultaneously with the SD or immediately after the SD to facilitate a correct response after the SD to facilitate a correct response from the studentfrom the student

Systematically used to promote skillsSystematically used to promote skills

For skill acquisition prompts go from For skill acquisition prompts go from most to leastmost to least

For acquired skills prompts go from least For acquired skills prompts go from least to most to most


For nonFor non--verbal responses:verbal responses:

full physicalfull physical

partial physicalpartial physical

shadowingshadowing

spatial fading spatial fading

stimulus fading stimulus fading

For verbal responses: For verbal responses:

verbal modelsverbal models

fullfull

faded faded

Error Correction ProcedureError Correction Procedure

Error correction consists of a Error correction consists of a controlling prompt paired with a controlling prompt paired with a natural stimulusnatural stimulus

Pairing the SD with controlling Pairing the SD with controlling prompts maintains the relationship prompts maintains the relationship between the SD and the correct between the SD and the correct response which prevents errors response which prevents errors from becoming part of the from becoming part of the response chainresponse chain

Error Correction Procedure Error Correction Procedure

General Error Correction FlowGeneral Error Correction Flow

Student responds incorrectlyStudent responds incorrectly

Staff represents SD with a controlling promptStaff represents SD with a controlling prompt

Intersperse with acquired skillsIntersperse with acquired skills

Staff represents SD with a controlling promptStaff represents SD with a controlling prompt

Intersperse with acquired skillsIntersperse with acquired skills

Staff tests effectiveness of prompts (allows Staff tests effectiveness of prompts (allows opportunity to respond without prompt)opportunity to respond without prompt)

If prompt not successful, staff repeats SD again If prompt not successful, staff repeats SD again with a different controlling prompt or teaching with a different controlling prompt or teaching strategy strategy

Prompts are faded as quickly as possiblePrompts are faded as quickly as possible


Data collection provides Data collection provides information for program planning information for program planning and decision making for and decision making for analyzing the effects of analyzing the effects of environmental arrangements on environmental arrangements on behaviorbehavior


Percentage dataPercentage data

Data is collected for every learning Data is collected for every learning opportunityopportunity

Total is calculated at the end of Total is calculated at the end of the sessionthe session

Staff can still mix trials in this Staff can still mix trials in this formatformat


First trial dataFirst trial data

Interested in first learning Interested in first learning opportunity of a session (twice a opportunity of a session (twice a day, twice a week, etc)day, twice a week, etc)

Recently associated with verbal Recently associated with verbal behaviorbehavior

Answers “What”questions about current activity90/2 SessionsGa=90/3

“What are You doing?”

a. m.

p. m.

Receptive ID of item given function80/3 SessionsGa=80/3

“Touch..”“Show me..”“Where’s.. ”

pic/objfield of 8-10

a. m.

p. m.

Receptively Identifies familiar People90/2 SessionsGa=80/3

“Touch..”“Show me..”“Where’s.. ”

pic/person field of 5-7

a. m.

p. m.

Receptively identifies reinforcingand common items90/2 SessionsGa=90/3

“Touch..”“Find..”

pic/objfield of 8-10

a. m.

p. m.

p. m.

Data Displays Data Displays –– GraphingGraphing

Provide visual picture of student Provide visual picture of student performanceperformance

Organizes resultsOrganizes results

Allows for communication of Allows for communication of progressprogress

Aids in dataAids in data--based decision based decision makingmaking

Sits in chair and eats during meals (at home)

0

10

20

30

40

50

60

70

80

90

100

7/27/20077/29/20077/31/20078/2/20078/4/20078/6/20078/8/20078/10/20078/12/20078/14/20078/16/20078/18/20078/20/20078/22/20078/24/20078/26/20078/28/20078/30/20079/1/20079/3/20079/5/20079/7/20079/9/20079/11/20079/13/20079/15/20079/17/20079/19/20079/21/20079/23/20079/25/20079/27/20079/29/200710/1/200710/3/200710/5/200710/7/200710/9/200710/11/200710/13/200710/15/200710/17/200710/19/200710/21/200710/23/200710/25/200710/27/200710/29/200710/31/2007

Date

Perc

ent I

ndep

ende

nt

Set 1

Baseline

Set 2

Set 3

Verbal Behavior: IntroductionVerbal Behavior: Introduction

Where are we now?Where are we now?

ABA is empirically validated as an ABA is empirically validated as an effective treatment for students with effective treatment for students with ASDASD

Within ABA, SkinnerWithin ABA, Skinner’’s analysis of verbal s analysis of verbal behavior has received increased behavior has received increased attention over the past several yearsattention over the past several years

With respect to VB, professionals have With respect to VB, professionals have become educated in regards to its become educated in regards to its history, conceptual framework, history, conceptual framework, terminology and implementation into terminology and implementation into curriculumcurriculum

VB is a conceptual language framework, VB is a conceptual language framework, NOT an instructional frameworkNOT an instructional framework

Verbal Behavior: IntroductionVerbal Behavior: Introduction

Incorporate concepts of VB with Incorporate concepts of VB with empirically validated teaching empirically validated teaching strategies to create a strategies to create a comprehensive ABA programcomprehensive ABA program

Advantages of using Verbal Advantages of using Verbal Behavior ClassificationsBehavior Classifications

Verbal Behaviors teaches us about Verbal Behaviors teaches us about the functions of languagethe functions of language

When all functions are addressed, When all functions are addressed, language programming is more language programming is more comprehensivecomprehensive

Research indicates skills do not Research indicates skills do not transfer across functions (i.e., a child transfer across functions (i.e., a child may be able to label but not request may be able to label but not request for an item)for an item)

Verbal BehaviorVerbal Behavior

Language is BehaviorLanguage is Behavior

It is influenced by reinforcement, It is influenced by reinforcement, motivation, extinction, and motivation, extinction, and punishmentpunishment

Concerned with the behavior of Concerned with the behavior of the speakerthe speaker

Listener is the mediator of Listener is the mediator of reinforcement for the speakers reinforcement for the speakers behaviorbehavior


It is socialIt is social

It involves more than one person, not It involves more than one person, not just the learner and the environment just the learner and the environment

Any response form that involves a Any response form that involves a social interaction between speaker social interaction between speaker and listener is verbal behaviorand listener is verbal behavior

CryingCrying

Clapping for attentionClapping for attention

GesturesGestures

WritingWriting


Verbal operant: types or parts Verbal operant: types or parts of language defined by their of language defined by their functionfunction

Echoic/Mimetic (sign)Echoic/Mimetic (sign)

MandMand

TactTact

IntraverbalIntraverbal


It is what determines or controls It is what determines or controls the response or behaviorthe response or behavior

What is the antecedent?What is the antecedent?

What is the consequence?What is the consequence?

What is the form of the response?What is the form of the response?

Brief descriptions of SkinnerBrief descriptions of Skinner’’s s expressive behaviorsexpressive behaviors

Echoic: verbal imitationEchoic: verbal imitation

Mand: requestMand: request

Tact: labelTact: label

Intraverbal: to and fro Intraverbal: to and fro conversational exchange, conversational exchange, answering questions, filling in answering questions, filling in missing words of songs and missing words of songs and phrasephrase

EchoicsEchoics

Matches what the person hearsMatches what the person hears

Echoing sounds, words and Echoing sounds, words and phrases without prompts with phrases without prompts with strong reinforcersstrong reinforcers

EchoicEchoic

AntecedentAntecedent BehaviorBehavior ConsequenceConsequence

Verbal or Verbal or vocal stimulusvocal stimulus

Verbal or Verbal or vocal stimulusvocal stimulus

EducationalEducational

““CookieCookie”” ““CookieCookie”” ““Great job!!!Great job!!!””

““MMMMMMMM”” ““MMMMMMMM”” Tickles and Tickles and ““supersuper””

MandingManding

A mand names its reinforcerA mand names its reinforcer

A mand benefits the speaker by A mand benefits the speaker by satisfying MOsatisfying MO’’s by obtaining s by obtaining specific reinforcementspecific reinforcement

A mand allows the learner to A mand allows the learner to effect his or her environmenteffect his or her environment

Importance of mandingImportance of manding

Mand training enables the Mand training enables the instructor to know what instructor to know what functions as a reinforcerfunctions as a reinforcer

Mand training enables the Mand training enables the instructor to establish oneself as instructor to establish oneself as an agent of reinforcementan agent of reinforcement

Manding has traditionally Manding has traditionally received little attention in DTI received little attention in DTI programsprograms

Elements of manding Elements of manding

Can be verbal, sign language, Can be verbal, sign language, PECS or ACSPECS or ACS

Increase learners vocabularyIncrease learners vocabulary

Increase mean length of Increase mean length of utteranceutterance

Use carrier phrasesUse carrier phrases

Teach attributes, actions, etcTeach attributes, actions, etc……..

Increase use of advanced Increase use of advanced mands mands

Asking Asking ““whwh”” questionsquestions

MandingManding


MotivationMotivation(EO/MO)(EO/MO)

Verbal or Verbal or vocal vocal

stimulus, stimulus, gesture, signgesture, sign

Receive item Receive item indicated by indicated by

behaviorbehavior

HungerHunger ““CookieCookie”” Gets a cookieGets a cookie

Difficult taskDifficult task ““I need helpI need help”” Receives helpReceives help

TactingTacting

The ability to label common The ability to label common items and actionsitems and actions

Communicates what the person Communicates what the person sees, hears, tastes, and smellssees, hears, tastes, and smells

Involves child as speaker vs. Involves child as speaker vs. child as listenerchild as listener

Involves coming up with correct Involves coming up with correct words and pronouncing it words and pronouncing it correctlycorrectly

TactingTacting


Items in the Items in the environmentenvironment

Verbal Verbal stimulus, or stimulus, or

signsign

Social/EducatiSocial/Educati onalonal

Sees a dogSees a dog Says Says ““DoggieDoggie”” ““ThatThat’’s right a s right a doggiedoggie””

Sees a ballSees a ball Signs Signs ““ballball”” ““Your right, Your right, thatthat’’s a balls a ball””

IntraverbalsIntraverbals

Allows the speaker to talk about Allows the speaker to talk about objects and events even though objects and events even though those objects and events are not those objects and events are not presentpresent

Includes conversations (answering Includes conversations (answering questions, participating in reciprocal questions, participating in reciprocal conversation)conversation)

Early intraverbals include filling in the Early intraverbals include filling in the blanks and finishing song lines and blanks and finishing song lines and association pairsassociation pairs

IntraverbalsIntraverbals


Someons Someons elseelse’’s verbal s verbal

behaviorbehavior

Verbal Verbal stimulus, signstimulus, sign

Social/EducatiSocial/Educati onalonal

““WhatWhat’’s your s your name?name?””

Says Says ““MaryMary”” ““ThatThat’’s rights right”” or or ““Nice to Nice to meet youmeet you””

““What did you What did you eat for lunch?eat for lunch?””

Signs Signs ““pizzapizza”” ““That sounds That sounds goodgood””

Skinners receptive behaviorsSkinners receptive behaviors

ReceptiveReceptive

Imitation Imitation -- Copying someoneCopying someone’’s s motor movementsmotor movements

RFFC RFFC


ReceptiveReceptive

The ability to understand and act The ability to understand and act upon specific words upon specific words

Following instructions or Following instructions or complying with the mands of complying with the mands of othersothers

Daily routineDaily routine

Doing actionsDoing actions

Touching itemsTouching items


Receptive by function, feature and Receptive by function, feature and classclass

Identifies the ability to react to an object Identifies the ability to react to an object not by name, but when told something not by name, but when told something about the object (its feature, function or about the object (its feature, function or class) or when given a verbal instruction class) or when given a verbal instruction that varies from the specifically trained that varies from the specifically trained instructioninstruction

Learners must be able to respond to the Learners must be able to respond to the many variations in verbal instructions many variations in verbal instructions that are related to everyday objects and that are related to everyday objects and actions in the environmentactions in the environment

ActivityActivity

Verbal Operant activityVerbal Operant activity

Read the example and identify the verbal operant:Read the example and identify the verbal operant:

Teacher asks the student, Teacher asks the student, ““What is your name?What is your name?”” and the student and the student exchanges an icon that has a picture of him and the name, exchanges an icon that has a picture of him and the name, ““MichaelMichael”” underneath it.underneath it.

________________________________________________________

During snack time, child walks up to their parent and signs, During snack time, child walks up to their parent and signs, ““more chipsmore chips””

________________________________________________________

While walking outside with the babysitter, the child hears fire While walking outside with the babysitter, the child hears fire engines in engines in the distance and says to the babysitter, the distance and says to the babysitter, ““a a firetruckfiretruck!!””

________________________________________________________

Teacher says to the student, Teacher says to the student, ““ballball”” and the student responds, and the student responds, ““ball.ball.””

________________________________________________________

At home, the parent is setting the table. They turn to their chAt home, the parent is setting the table. They turn to their child and say, ild and say, ““go to the kitchen and get something to eat with.go to the kitchen and get something to eat with.””

________________________________________________________

Give an example for the following verbal Give an example for the following verbal operantsoperants::

TactTact

Echoic/Echoic/MandMand

Expressive ID of an item by feature, function, or classExpressive ID of an item by feature, function, or class

Why is this important in Why is this important in Autism?Autism?

Deficits in all functions of language Deficits in all functions of language are commonare common

Manding is important to increase Manding is important to increase spontaneity and balance other spontaneity and balance other teacher directed ABA teaching teacher directed ABA teaching methodsmethods

Intraverbals build reciprocity and the Intraverbals build reciprocity and the foundation of social interactionfoundation of social interaction

Echoics can address issues of Echoics can address issues of articulation, intelligibility and pacingarticulation, intelligibility and pacing

Tacting can increase commenting Tacting can increase commenting skillsskills

Sample Lesson Plan for Sample Lesson Plan for SnackSnack

Manding Manding -- child requests napkin, child requests napkin, snack, drink from adults as well as snack, drink from adults as well as peerspeers

Receptive Receptive -- child points to, giving child points to, giving peers objects either by label or by peers objects either by label or by feature, function or classfeature, function or class

Tact Tact -- child labels objects, actions, or child labels objects, actions, or people.people.

Intraverbals Intraverbals -- WH questions (What WH questions (What are some things you drinkare some things you drink?)?)

ReferencesReferences

SundbergSundberg, M.L, & , M.L, & PartingtonPartington, J.W. (1998). , J.W. (1998). Teaching Teaching Language to Children with Autism or Other Language to Children with Autism or Other Developmental Disabilities.Developmental Disabilities. Behavior Analysts, Inc.Behavior Analysts, Inc.

Applied Behavior Analysis Speech Practices for Autism Spectrum

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