IntroductiontoVerbalBehavior.ppt-letstalk.ppt

Teaching Isolated Sounds 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 Add receptives to reinforcing activities 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 Receptive Objects Fill-in to Tact Transfers 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 Fill-ins with Books Fill-ins with Songs 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 Intraverbal FFC’s/Categories in Intensive Teaching Use Available Reinforcers 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 Suggested Readings Educate Towards Recovery by Robert Schramm The Assessment of Basic Language and Learning Skills (The ABLLS) by Partington and Sundbe