Using the Verbal

Using the Verbal

Behavior
Behavior
Approach to
Approach to
Teach Children
Teach Children
with Autism
with Autism
Mary Lynch Barbera, R, M!, BCBA Mary Lynch Barbera, R, M!, BCBA
www"vbapproach"com www"vbapproach"com
May #$$% May #$$%
Autism &ne Con'erence Autism &ne Con'erence

My Autism Journey
My Autism Journey
July 2, 1999 Lucas was diagnosed with moderate to severe
autism one day before his third birthday
!e"tember 1999 !tarted #$ hours%w& A'A "rogram with Lovaas
consultant coming monthly
June 2$$$ (ounding )resident of Autism !ociety of 'er&s
*ecember 2$$+ 'ecame a 'oard ,ertified 'ehavior Analyst and
Lead 'ehavior Analyst for the )A -erbal 'ehavior )ro.ect
May 2$$/ )ublished the results of a single sub.ect multi"le
baseline study that 0 designed in 1he Analysis of -erbal 'ehavior
May 2$$2 )ublication of my boo&3 The Verbal Behavior
Approach: How to Teach Children with Autism and Related
Disorders.

Lovaas !tudy
Lovaas !tudy
)ublished in 1942
/9 children 5+ years age or under6
diagnosed with autism
19 received #$ hours%w& 131 A'A for 2 years
2$ received 1$ hours%w&
2$ received standard s"ecial education
classrooms%71%s"eech
#28 of those receiving #$ hours%w& of
treatment became 9indistinguishable from
their "eers by first grade:

A'A as the treatment of choice
A'A as the treatment of choice
A""lied 'ehavior Analysis 5A'A6 is the only
scientifically validated treatment for autism and
is recommended by the ;! !urgeon <eneral
A'A treatment became "o"ular in the mid=
199$>s when ,atherine Maurice, a "arent of two
children with autism who both 9recovered: from
autism using this a""roach, "ublished two
boo&s detailing Lovaas ty"e A'A thera"y

An &verview o'
An &verview o'
ABA
ABA

A""lied 'ehavior Analysis
A""lied 'ehavior Analysis
5A'A6
5A'A6
*efinition
9A""lied behavior analysis is the science
in which "rocedures derived from the
"rinci"les of behavior are systematically
a""lied to im"rove socially significant
behavior:
5,oo"er, ?eron, and ?eward6

'asic )rinci"les of A'A
'asic )rinci"les of A'A
'ehavior is defined in ob.ective and
measurable terms
@Aamines the functional relationshi"
between behavior and its controlling
variables
AnalyBes socially significant behavior
in need of im"rovement
AnalyBes behavior through a three
term contingency

1hree 1erm ,ontingency
1hree 1erm ,ontingency
Antecedent=='ehavior==
,onseCuences
AD'D,
Also *escribed As
*iscriminative !timulus==Ees"onse==
,onseCuence
M7%!
*
DEDEeinf or )unish

Basic Behavioral
Basic Behavioral
(rinciples
(rinciples
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

1hree 5Eeally (our6 1erm
1hree 5Eeally (our6 1erm
,ontingency
,ontingency
Antecedent=='ehavior==,onseCuences
Motivation is now seen as "laying a
significant role in this model 5Michael6

@Aam"les of 1hree 1erm
@Aam"les of 1hree 1erm
,ontingency
,ontingency
91ouch nose: ,hild touches nose receives
"iece of coo&ie
9*o )uBBle: ,hild falls to floor *emand
withdrawn

Fou use the "rinci"les of
Fou use the "rinci"les of
A'A all day longG
A'A all day longG
A'A is used to3
0ncrease "ositive behaviors
Language, self care s&ills, academic
s&ills
*ecrease negative behaviors
1antrums, biting, &ic&ing, crying

H1$$$ Activity
H1$$$ Activity
1hin& of a child you &now with
challenging behaviors3
0f 0 gave you H1$$$ for that child to
have a 9good day: with little to no
"roblem behavior, what would you doI

)ic& one or two target
)ic& one or two target
behaviors
behaviors
!elect the target behavior to be
reduced by eAaminingJ
1he seriousness of the behaviorJif could
in.ure self or othersJtarget these before
behaviors such as hand fla""ing or "oor
attention
1he freCuency of the behavior

*efine !etting @vent
*efine !etting @vent
As"ects of a "erson>s environment or daily
routine that do not necessarily occur
immediately before the behavior
Medication ad.ustment
Medical "roblems 5"in& eye, dia"er rash6
!lee" "roblems
@ating routines%diet
Kumber of "eo"le in room
*aily schedule 5how "redictable%how much choice6

0mmediate Antecedents
0mmediate Antecedents
Lhat triggered the behavior
Lhat ha""ened immediately before
"roblem behavior started3
,om"uter was turned off
1old child to hang u" coat
,hild saw candy and wanted it

;sing the "rinci"les of
;sing the "rinci"les of
A'A to reduce "roblem
A'A to reduce "roblem
behavior
behavior
*efine 'ehavior===='e !"ecificGG
Mic&ing his feet against the chair,
throwing boo&s, biting his own fingers,
hitting his head with his fist
K713 ?aving a tough time, frustrated,
irritable

,onseCuences
,onseCuences
Eeinforcement
A conseCuence that results in increasing
or maintaining the future rate of
behavior it follows
)unishment
A conseCuence that results in
decreasing the future rate of behavior it
follows

,onseCuences
,onseCuences
Any behavior that occurs re"eatedly
is serving some useful function and
"roducing some ty"e of
reinforcement

,onseCuences
,onseCuences
After a behavior has occurred the
environment can change in several ways3
1 A neutral event can ha""en3 if nothing
ha""ens that is relevant, the conseCuence will
li&ely have no effect on the behavior
2 1hings can get better3 if things get better, the
behavior will li&ely occur again under similar
conditions 1his is called reinforcement
+ 1hings can get worse3 if things get worse, the
behavior will li&ely not occur again under
similar conditions 1his is called "unishment

1hings <et 'etter3
1hings <et 'etter3
Eeinforcement
Eeinforcement
Eeinforcement is a change in the
environment following a behavior
that increases the future "robability
of that behavior under similar
circumstances

1hings <et Lorse3
1hings <et Lorse3
)unishment
)unishment
Lhen things get worse following a
behavior, the behavior is less li&ely to
occur in the future under similar
circumstances 1his is "unishment
)unishment decreases the li&elihood
of behaviorN Eeinforcement
5including negative reinforcement6
increases behavior

0s 1ime 7ut a
0s 1ime 7ut a
Eeinforcement or a
Eeinforcement or a
)unishmentI
)unishmentI
Keed to loo& whether time out is
increasing or decreasing the
freCuency of the target behavior
Most "eo"le thin& 1ime 7ut is a
"unisher but it functions as a
reinforcement for many children

1a&e *ata 1o 0dentify
1a&e *ata 1o 0dentify
the A, ', and ,
the A, ', and ,
Lithout ta&ing baseline date and
identifying the antecedent, behavior,
and conseCuence, it is not wise to
im"lement a behavior reduction
strategy

(unctions of )roblem
(unctions of )roblem
'ehavior
'ehavior
1o obtain something desirable
5Attention, 1angibles, !ensory
!timulation6
1o avoid or esca"e something
undesirable 51as& avoidance6

Antecedent 0nterventions
Antecedent 0nterventions
,hanging the environment before the
behavior occurs to "revent the behavior
(ocus on "airing%manding
4 "ositives to every negative
Eeconfigure class layout or ratio
<ive more or less time at a center
<et more slee" at night or na"
@at brea&fast or serve snac& earlier
)rovide transition warnings

Eeactive 0nterventions
Eeactive 0nterventions
0nterventions im"lemented after
"roblem behavior occurs
!ome eAam"les3
,ount and Mand 5use for attention only6
)lanned 0gnoring 5use for attention only6
1ime 7ut 5use for attention only6
Lor& through *emand 5use for esca"e
only6

,ount and Mand
,ount and Mand
@A"lained in ,ha"ter 2 of my boo&
;sed for access to tangibles%attention onlyG
,an also use count and give choice, count and
EO, or count and give attention
!te"s3
1 !to" the "roblem behavior 5hands down, be
Cuiet, no &ic&ing6
2 !ilent count to +, /, or 1$Dif "roblem behavior
resumes, return to P 1
+ )rom"t the mand 9coo&ie:Dchild echoes
9coo&ie: EightJhow do you as&IJchild
res"onds 9coo&ie:Jdeliver EO

,ombined A""roach
,ombined A""roach
!"end 9/8 of your time "reventing
"roblem behavior
Lhen negative behaviors do occur, use
reactive intervention conseCuences at
the moment
,ount and Mand
)lanned 0gnoring
1ime 7ut
Lor& 1hrough *emand

0f you find yourself using
0f you find yourself using
reactive interventions
reactive interventions
freCuently
freCuently
Fou need to continue to ta&e data or re=
start data ta&ing to determine setting
events, antecedents and functions of
target behavior
Four demands might be too high and%or
reinforcement might be too low
1he environment might need to be
changed

1hree things that matter no matter
1hree things that matter no matter
what the age or functioning levelGG
what the age or functioning levelGG
1 )roblem behaviors at or near $
2 Ability to reCuest wants and needs
to an unfamiliar adult
+ 0nde"endent toileting
QQQQ2=minute activityQQQQ

,ase !tudies
,ase !tudies

,ase !tudy P 1
Amy>s mother re"orts that Amy is a "oor
slee"er @ach Monday morning she arrives
to daycare and begins to "lay Lhen she is
called to circle, Amy cries and throws
herself to the ground 1he staff tries to
find something less aversive to Amy and
usually tries bouncing Amy on the ball to
get her calm Amy does usually Cuiet down
on the ball

,ase !tudy Ruestions
,ase !tudy Ruestions
Lhat might be a setting eventI
Lhat is the immediate antecedentI
Lhat is the behaviorI
Lhat is the conseCuenceI
*oes the conseCuence serve as a Eeinforcer or
)unishmentI


,ase !tudy P1 5cont6
,ase !tudy P1 5cont6
Lill the behaviors li&ely go u" or
downI
Lhat is the most li&ely the function
of Amy>s behaviorI
Lhat are some interventions you
would recommend to hel" reduce
Amy>s negative behavior

;sing A'A and -erbal
;sing A'A and -erbal
'ehavior 5-'6 to
'ehavior 5-'6 to
0ncrease )ositive
0ncrease )ositive
'ehaviors
'ehaviors
0ncreasing language and learning s&ills
using the "rinci"les of A'A and '(
!&inner>s Analysis of -erbal 'ehavior

)hat is Verbal Behavior*
)hat is Verbal Behavior*
Behavior that is rein'orced through the
mediation o' another person+s behavior

Precision Teaching
Fluency Based Instruction
Discrete Trial
Teaching
Verbal
Behavior
Direct
Instruction
Applied Behavior Analysis
Incidental
Teaching
Lovaas
Therapy
Intensive
behavioral
Intervention

Dual Path of Applied Behavior Analysis Research
LOVAAS (UCLA)
ABA Research
Plus
Discrete Trial Training
(structure)
!C"A#L ($U)
ABA Research
Plus
Discrete Trial Training
Plus
Skinners Analysis of
Veral Behavior
(function)

,ommon terms for the -erbal
,ommon terms for the -erbal
7"erants
7"erants
Mand , re-uest
Tact , label
.ntraverbal , conversation,
answering a -uestion, responding
when someone else tal/s
0choic , repeating what someone
else says
Receptive or Listener Responding
, 'ollowing directions

Lhat is 9,offee:IIIIIII
Lhat is 9,offee:IIIIIII
.s it a1
MA2*
TACT*
.TRAV0RBAL*

ECHOIC
INTRAVERBAL
RECEPTIVE
(FFC)
TACT
(FFC)
MAND

-erbal 7"erants
-erbal 7"erants
Verbal
&perant
Antecedent Behavior Conse-uence
Mand Motivative
&peration
3wants coo/ie4
Verbal behavior
3says 5coo/ie64
2irect rein'orcement
3gets coo/ie4
Tact !ensory !timuli
3sees or smells
coo/ie4
Verbal behavior
3says 5coo/ie64
on7speci'ic
rein'orcement
3gets praised, 'or
instance4
.ntraverbal Verbal stimulus
3someone
says86)hat do
you eat*6
Verbal behavior
3says 5coo/ie64
on7speci'ic
rein'orcement
3gets praised, 'or
instance4
0choic Verbal !timulus
3someone says
5coo/ie64
Verbal behavior8
repeats all or part
o' antecedent
3says 5coo/ie64
on7speci'ic
rein'orcement
3gets praised, 'or
instance4
Receptive
3actually not
a verbal
operant4
Verbal stimulus
3someone says
5touch coo/e649
on7verbal
behavior
3child touches
coo/ie4
on7speci'ic
rein'orcement
3gets praised, 'or
instance4

-erbal 'ehavior Activity
-erbal 'ehavior Activity
As a result o'8 &ne has a tendency to8 This is a8
!eeing a grape !aying 5grape6
:earing a horn !aying 5truc/6
!omeone saying 5what says moo*6 !aying 5cow6
)anting a push on the swing !aying 5push6
Being told to 5stand up6 !tanding up
!omeone 5winnie the6 !aying 5pooh6
!omeone says 5potty6 !aying 5potty6
!eeing a stranger !aying 5what+s your name*6
!eeing a tree !aying 5tree6

1wo other related s&ills3
1wo other related s&ills3
0mitation3 <iven another "erson>s motor
action in the antecedent condition, the
child "erforms the same action
Match to !am"le3 matching activities
involving either identical or non=identical
items 51his is a very sim"listic definition
for a very critical s&ill area also referred
to as conditional discriminations6

Teaching the
Teaching the
Mand
Mand


Lhy 1eaching Mands is
Lhy 1eaching Mands is
0m"ortant
0m"ortant
0t hel"s children avoid frustration in
communicating their needs and wants
0t is relatively easy to do because you
are using the child>s own motivation as
a tool
0t is a natural first ste" in teaching
communication

1he Mand
1he Mand
5EeCuesting6
5EeCuesting6
All mands have one thing in common3 in
the antecedent condition, there is a
Motivative 7"eration 5or motivation6 in
"lace
AS thirst 5M76
'S 90 want .uice:
,S student gets .uice
0f a child does not want the item, you
cannot teach them to mand for it

@Aam"les of contriving an
@Aam"les of contriving an
M7
M7
?olding u" an MTM within eyesight of the
child
<iving the child a bottle with a tight lid 0n
the bottle is his favorite toy
<iving the child a bowl of cereal with no
s"oon
<iving the child a toy that reCuires batteries
but withholding the batteries
'riefly turning on his or her favorite video
<iving a bit of his or her favorite snac& to
another child

Lhen Kegative 'ehaviors
Lhen Kegative 'ehaviors
7ccur *uring Mand 1raining
7ccur *uring Mand 1raining
*o not reinforce whining%crying or other
negative behaviors
,ount and Mand
,hild has to learn that crying will not get
them anythingJa""ro"riate manding willG

Mee" Kumber and @ffort of
Mee" Kumber and @ffort of
*emands Low at (irst
*emands Low at (irst
,arefully assess s&ills
<radually fade in more difficult tas&s
Avoid esca"e oriented behaviors3 effort
and demands should always be
outweighed by easy res"onding
Ma&e demands low at first3 deliver
reinforcement much more often than
you as& the child to "erform

The Assessment &'
The Assessment &'
Basic Language and
Basic Language and
Learning !/ills
Learning !/ills
The ABLL!
The ABLL!

!tructure 7f A'LL!
!tructure 7f A'LL!
T h r e e C o m p o n e n t s
A B L L S P r o t o c o l
C r r ! c l m " S c o r ! n #
R e c o r $ C h ! l $ S c o r e s
S % ! l l s T r & c % ! n # S ' s t e m
A B L L S ( ! $ e
S c o r ! n # I n s t r c t ! o n s
I E P D e ) e l o p m e n t ( ! $ e
A n l * S c o r e s " E s t * P r ! o r ! t ! e s
T e & c h ! n # L & n # & # e t o C h ! l $ r e n
+ ! t h A t ! s m
V e r , & l B e h & ) ! o r
- h & t " H o + t o T e & c h

*aniel>s A'LL! A=?
*aniel>s A'LL! A=?

*aniel>s A'LL! 0=E
*aniel>s A'LL! 0=E
L .. ? * * * *
L ./ ? * * * *
0 .1 ? * * * * L .1 ? * * * *
0 /2 ? * * * * L /2 ? * * * *
0 /3 ? * * * * L /3 ? * * * *
0 /4 ? * * * * L /4 ? * * * *
0 /5 ? * * * * L /5 ? * * * *
0 /6 ? * * * * L /6 ? * * * * 7 /6 ? * * * *
0 /8 ? * * * * L /8 ? * * * * 7 /8 ? * * * *
0 /9 ? * * * * L /9 ? * * * * 7 /9 ? * * * *
0 /. ? * * * * L /. ? * * * * M /. ? * * * * 7 /. ? * * * *
0 // ? * * * * L // ? * * * * M // ? * * * * 7 // ? * * * *
0 /1 ? * * * * : /1 ? * * * * L /1 ? * * * * M /1 ? * * * * N /1 ? * * * * 7 /1 ? * * * *
I 2 ? * * * * 0 2 ? * * * * : 2 ? * * * * L 2 ? * * * * M 2 ? * * * * N 2 ? * * * * 7 2 ? * * * *
I 3 ? * * * * 0 3 ? * * * * : 3 ? * * * * L 3 ? * * * * M 3 ? * * * * N 3 ? * * * * 7 3 ? * * * *
I 4 ? * * * * 0 4 ? * * * * : 4 ? * * * * L 4 ? * * * * M 4 ? * * * * N 4 ? * * * * 7 4 ? * * * *
I 5 ? * * * * 0 5 ? * * * * : 5 ? * * * * L 5 ? * * * * M 5 ? * * * * N 5 ? * * * * P 5 ? * * * * 7 5 ? * * * *
I 6 ? * * * * 0 6 ? * * * * : 6 ? * * * * L 6 ? * * * * M 6 ? * * * * N 6 ? * * * * P 6 ? * * * * 7 6 ? * * * *
I 8 ? * * * * 0 8 ? * * * * : 8 ? * * * * L 8 ? * * * * M 8 ? * * * * N 8 ? * * * * P 8 ? * * * * 7 8 ? * * * *
I 9 ? * * * * 0 9 ? * * * * : 9 ? * * * * L 9 ? * * * * M 9 ? * * * * N 9 ? * * * * P 9 ? * * * * 7 9 ? * * * *
I . ? * * * * 0 . ? * * * * : . ? / / * * L . ? * * * * M . ? * * * * N . ? * * * * P . ? * * * * 7 . ? * * * *
I / ? / * * * 0 / ? * * * * : / ? / / / / L / ? / / * * M / ? * * * * N / ? * * * * P / ? * * * * 7 / ? * * * *
I ; Spont&neos
Voc&l!<&t!on
0 ; S'nt&= &n$
(r&mm&r
: ; Pl&' &n$
Le!sre
L ; Soc!&l
Inter&ct!on
M ; (rop
Instrct!on
N ; Cl&ssroom
Rot!nes
P ; (ener&l!<e$
Respon$!n#
7 ; Re&$!n#

*aniel>s A'LL! !=U
*aniel>s A'LL! !=U
> .3 ? * * * * ? .3 ? * * * *
> .4 ? * * * * ? .4 ? * * * *
> .5 ? * * * * ? .5 ? / / / /
> .6 ? * * * * ? .6 ? * * * *
> .8 ? * * * * ? .8 ? * * * *
> .9 ? * * * * ? .9 ? * * * *
> .. ? / / / / ? .. ? * * * *
> ./ ? * * * * ? ./ ? * * * *
> .1 ? * * * * ? .1 ? * * * *
> /2 ? * * * * ? /2 ? * * * *
> /3 ? * * * * ? /3 ? * * * *
> /4 ? * * * * ? /4 ? / / / /
> /5 ? * * * * ? /5 ? / / / /
@ /6 ? * * * * > /6 ? * * * * ? /6 ? * * * *
@ /8 ? * * * * > /8 ? * * * * ? /8 ? * * * *
@ /9 ? * * * * > /9 ? * * * * ? /9 ? * * * *
@ /. ? * * * * > /. ? * * * * ? /. ? * * * *
@ // ? * * * * > // ? * * * * ? // ? * * * *
@ /1 ? * * * * V /1 ? * * * * A /1 ? * * * * > /1 ? * * * * ? /1 ? * * * *
S 2 ? * * * * @ 2 ? * * * * V 2 ? * * * * A 2 ? * * * * > 2 ? * * * * ? 2 ? * * * *
S 3 ? * * * * @ 3 ? * * * * V 3 ? * * * * A 3 ? * * * * > 3 ? / / / / ? 3 ? / / / /
S 4 ? * * * * @ 4 ? * * * * V 4 ? * * * * - 4 ? * * * * A 4 ? * * * * > 4 ? / / / / ? 4 ? / / / /
S 5 ? * * * * T 5 ? * * * * @ 5 ? * * * * V 5 ? * * * * - 5 ? * * * * A 5 ? * * * * > 5 ? * * * * ? 5 ? * * * *
S 6 ? * * * * T 6 ? * * * * @ 6 ? * * * * V 6 ? * * * * - 6 ? * * * * A 6 ? * * * * > 6 ? / / / / ? 6 ? / / / /
S 8 ? * * * * T 8 ? * * * * @ 8 ? * * * * V 8 ? * * * * - 8 ? * * * * A 8 ? * * * * > 8 ? / / / / ? 8 ? / / / /
S 9 ? * * * * T 9 ? * * * * @ 9 ? * * * * V 9 ? * * * * - 9 ? * * * * A 9 ? * * * * > 9 ? / / / / ? 9 ? / / / /
S . ? * * * * T . ? * * * * @ . ? * * * * V . ? / / * * - . ? * * * * A . ? * * * * > . ? / / / / ? . ? / / / /
S / ? * * * * T / ? * * * * @ / ? * * * * V / ? / / / / - / ? * * * * A / ? * * * * > / ? / / / / ? / ? / / / /
S ; -r!t!n# A ; To!let!n# > ; (ross Motor ? ; F!ne Motor T ; Spell!n# @ ; Dress!n# V ; E&t!n# - ; (room!n#

Mason>s A'LL!
Mason>s A'LL!
o !"#
o !"$
o !"%
o !&'
o !&(
o !&)
o !&*
o !&"
o !&&
o !&+
o !&# o ,&# o -&#
o !&$ o ,&$ o -&$
o !&% o ,&% o -&%
o !+' o ,+' o -+'
o !+( o ,+( o -+(
o !+) o ,+) o -+)
o !+* o ,+* o -+*
o !+" o ,+" o -+"
o !+& o ,+& o -+&
o !++ o ,++ o -++
o !+# o ,+# o -+#
o !+$ o ,+$ o -+$
o !+% o ,+% o -+%
o !#' o ,#' o -#'
o !#( o ,#( o -#(
o !#) o .#) o ,#) o -#)
o !#* o .#* o ,#* o -#*
o !#" o .#" o ,#" o -#"
o !#& o .#& o ,#& o -#&
o !#+ o .#+ o ,#+ o -#+
o !## o .## o ,## o -##
o B#$ o !#$ o .#$ o ,#$ o -#$
o B#% o !#% o .#% o ,#% o -#%
o B$' o !$' o .$' o ,$' o -$'
o B$( o !$( o .$( o ,$( o -$(
o B$) o !$) o .$) o ,$) o -$)
o B$* o !$* o .$* o ,$* o -$*
o B$" o !$" o .$" o ,$" o -$"
o B$& o !$& o .$& o ,$& o -$&
o B$+ o !$+ o D$+ o .$+ o ,$+ o -$+
o B$# o !$# o D$# o .$# o ,$# o -$#
o A$$ o B$$ o !$$ o D$$ o .$$ o ,$$ o -$$
o A$% o B$% o !$% o D$% o .$% o ,$% o -$%
o A' o B' o !' o D' o /' o .' o ,' o -' o 0'
o A( o B( o !( o D( o /( o .( o ,( o -( o 0(
o A) o B) o !) o D) o /) o .) ,) o -) o 0)
o A* o B* o !* o D* o /* o .* o ,* o -* o 0*
o A" o B" o !" o D" o /" o ." o ," o -" o 0"
o A& o B& o !& o D& o /& o .& o ,& o -& o 0&
o A+ o B+ o !+ o D+ o /+ o .+ o ,+ o -+ o 0+
o A# o B# o !# o D# o /# o .# o ,# o -# o 0#
o A$ o B$ o !$ o D$ o /$ o .$ o ,$ o -$ o 0$
Cooper&t!on
" Re!nBorcers
Jan 05 2005
.C.6C.116
Im!t&t!on Voc&l Im!t&t!on ReDests Recept!)e V!s&l
PerBorm&nce L&n#&#e
Intr&)er,&ls Spont&neos
Voc&ls
L&,el!n#
Name: Mason
DOB:

Eecommendations for
Eecommendations for
Mason 1%/%$/
Mason 1%/%$/
Matching 0dentical 7b.ects%)ictures
5(%+6
0ncrease -erbal 0mitation using Mand
Lor& on (ill=ins with songs
'aseline Labels
!et u" Mand !essions 526 1$=minute
sessions%day
Mee" demands low 5-E + or #6

Eecommendations for Mason
Eecommendations for Mason
2%2/%$/
2%2/%$/
)uBBles%easy toys 5sha"e sorter6
MatchingDstart categories ma&e sure he &nows
tacts of eAem"lars
)rom"t him to reCuest actions and missing items
'aseline labels 5buy flash cards6
MiA 4$8 easy to 2$8 hard w%-E +
,ontinue teaching songs
)lay doh and coloring
E((, to 1((, to 0((, with item as answer
,ount and Mand for access to tangibles

Lilly>s A'LL!
Lilly>s A'LL!

A'LL!==Lucas
A'LL!==Lucas

-' MA))==Lucas
-' MA))==Lucas
Key: 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 LRFFC Social/play Reading Math

Language 'arriers==Lucas
Language 'arriers==Lucas
Key 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
/
#
+
2
1
1 2 + 1 2 + 1 2 + 1 2 + 1 2 + 1 2 + 1 2 + 1 2 +
Defective List. Defective IV Prompt Dep. Generalization Scrolling Defective Scan Defective C
D
/
#
+
2
1
1 2 + 1 2 + 1 2 + 1 2 + 1 2 + 1 2 + 1 2 +
Weak MOs RR Weakens MO Self-Stim Defective Artic. OCB Reinf. Depend. Attending
/
#
+
2
1
1 2 + 1 2 + 1 2 + 1 2 + 1 2 + 1 2 + 1 2 +
08/2007
7/3/1996

Eecommendations for Lucas
Eecommendations for Lucas
0ntensive teaching and K@1 sessions
-E 1/ 5with 4$8 easy%2$8 hard6
1each "re"ositions%"ronouns
1each manding for
attention%information
@dmar& reading "rogram
1each coin and time identification
Leisure and self care s&ills

1hirteen 0ntervention 1i"s
1hirteen 0ntervention 1i"s
1hirteen ti"s based on the
science of A'A and '( !&inner>s
analysis of -erbal 'ehavior that
you can start using immediately
with all children and adults with
language delays and disorders

P 1 'e )ositive
P 1 'e )ositive
1 'e )ositiveG ;se 4 "ositives for
every negative *on>t overuse
the child>s name es"ecially
when saying 9no: or "lacing a
demand

P2 )airing
P2 )airing
2 9)air: yourself and the environment
with reinforcement by giving the
child lots of reinforcement with no
effort reCuired

P + <iving *irections
P + <iving *irections
+ Lhen giving a child a direction
!im"lify the language
Ma&e sure you are close enough and loud
enough for him to hear
<et down to child>s level to get child>s attention
7nly give directions you can ma&e the child do
<ive the instruction only once and, if no
res"onse, "rom"t the child to com"lete the tas&
*on>t give the child a direction you>re not willing
to follow through with

P# Eeinforcement
P# Eeinforcement
#Loo& for things that reinforce the
child !et u" high interest activities3
bubbles, water "lay, balls, wind u"
toys to see if any of these are
motivators )ut these things out of
reach so the child needs you to get
them

P/ Mand 1raining
P/ Mand 1raining
/ 1each the child to communicate
his needs and wantsJfirst by
"ulling, reachingJthen by using
sign language, "ictures, or
words 1each +=/ signs at a
time

PV Matching
PV Matching
V 1each the child to match items
and "ictures Label the item
instead of using the command
9match: or 9"ut with same:

P 2 0mitation
P 2 0mitation
2 1each imitation s&ills
Lith ob.ects%toys
<ross motorJ)ic& 2 or +
movements to target at the
same time )rovide as much
"rom"ting as needed to
ensure the child is successful

P 4 Eece"tive !&ills
P 4 Eece"tive !&ills
4 1each rece"tive s&ills
1ouch body "arts, items or
"icturesJ"ic& 2 or + rece"tive
s&illsJ "rovide as much
"rom"ting as needed to
ensure the child is successful

P9 <ive *irections Fou ,an
P9 <ive *irections Fou ,an
)rom"t
)rom"t
9 !ince you can>t force a child to
s"ea&, do not use 9sayWWWWWW: if
the child cannot s"ea& or if this is
a hard s&ill 5!ay 9coo&ie, coo&ie,
coo&ie: as you deliver a small
"iece of coo&ie6

P 1$ 1each (ill=ins to !ongs
P 1$ 1each (ill=ins to !ongs
1$ ;se music and familiar nursery
rhymesJleave the last word of
each line blan& to see if child
fills it in

P 11 !abotage *aily Life
P 11 !abotage *aily Life
11!abotage daily life to see if child
notices%indicates%or reCuests3
<ive cu" without .uice
,ereal without s"oon
,oming u"stairs, do not turn off music
!"ill mil&Jdon>t clean it u" immediately
<o a different route in the mall

P 12 *o Kot Eeinforce )roblem
P 12 *o Kot Eeinforce )roblem
'ehavior
'ehavior
12 *o not res"ond whining, &ic&ing,
screaming and other negative
behaviors

(or "roblem behavior related to access to
attention%tangibles3
Lal& away, 0gnore, or use the ,ount and
Mand "rocedure
(or esca"e related "roblem behavior3
0gnore "roblem behavior and continue
demand

P 1+ )revent and ,orrect
P 1+ )revent and ,orrect
@rrors throughout the dayG
@rrors throughout the dayG
0nstructor3 )oints to an a""le and says
Lhat is itI
,hild3 9bird:
0nstructor3 9Lhat is itDa""le:
,hild3 echoes 9a""le:
0nstructor3 Eight, what is itI
,hild3 9a""le:
0nstructor3 )resents 2=+ easy demands and
then 9what is itI:
,hild3 9a""le:

!ome 1a&e ?ome )oints
!ome 1a&e ?ome )oints
for ;se Lith All ,hildren 5and Adults6
for ;se Lith All ,hildren 5and Adults6
)airing
Manding
7nce the child can mand for items, ease in
demands gradually
)revent and ,orrect @rrors throughout the
day
*on>t reinforce "roblem behaviors


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