Transcript The Verbal Behavior Approach: Teaching Children with Autism

Using the Verbal
Behavior
Approach to
Teach Children
with Autism
Mary Lynch Barbera, RN, MSN, BCBA
www.vbapproach.com
May 2009
Autism One Conference
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 –Publication of my book: The Verbal Behavior
Approach: How to Teach Children with Autism and Related
Disorders.
Lovaas Study
• Published in 1987
– 59 children (3 years age or under)
diagnosed with autism
• 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”
ABA as the treatment of choice
• Applied Behavior Analysis (ABA) is the
only scientifically validated treatment for
autism 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.
An Overview of
ABA
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)
Basic Principles of ABA
• Behavior is defined in objective and
measurable terms
• Examines the functional relationship
between behavior and its controlling
variables
• Analyzes socially significant behavior
in need of improvement
• Analyzes behavior through a three
term contingency
Three Term Contingency
• Antecedent--Behavior-Consequences
A—B—C
Also Described As
Discriminative Stimulus--Response-Consequence
MO/SD—R—Reinf. or Punish.
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
Three (Really Four) Term
Contingency
Antecedent--Behavior--Consequences
Motivation is now seen as playing a
significant role in this model (Michael)
Examples of Three Term
Contingency
• “Touch nose” – Child touches nose – receives
piece of cookie
• “Do Puzzle” – Child falls to floor – Demand
withdrawn
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
$1000 Activity
• Think of a child you know with
challenging behaviors:
– If I gave you $1000 for that child to
have a “good day” with little to no
problem behavior, what would you do?
Pick one or two target
behaviors
• Select the target behavior to be
reduced by examining…
– The seriousness of the behavior…if could
injure self or others…target these before
behaviors such as hand flapping or poor
attention.
– The frequency of the behavior
Define Setting Event
• Aspects of a person’s environment or daily
routine that do not necessarily occur
immediately before the behavior.
–
–
–
–
–
–
Medication adjustment
Medical problems (pink eye, diaper rash)
Sleep problems
Eating routines/diet
Number of people in room
Daily schedule (how predictable/how much
choice)
Immediate Antecedents
• What triggered the behavior
What happened immediately before
problem behavior started:
Computer was turned off
Told child to hang up coat
Child saw candy and wanted it
Using the principles of
ABA to reduce problem
behavior
Define Behavior----Be Specific!!
Kicking his feet against the chair,
throwing books, biting his own fingers,
hitting his head with his fist.
NOT: Having a tough time, frustrated,
irritable
Consequences
• Reinforcement
– A consequence that results in increasing
or maintaining the future rate of
behavior it follows.
Punishment
– A consequence that results in
decreasing the future rate of behavior it
follows.
Consequences
• Any behavior that occurs repeatedly
is serving some useful function and
producing some type of
reinforcement.
Consequences
• After a behavior has occurred the
environment can change in several ways:
1. A neutral event can happen: if nothing
happens that is relevant, the consequence will
likely have no effect on the behavior.
2. Things can get better: if things get better, the
behavior will likely occur again under similar
conditions. This is called reinforcement.
3. Things can get worse: if things get worse, the
behavior will likely not occur again under
similar conditions. This is called punishment.
Things Get Better:
Reinforcement
• Reinforcement is a change in the
environment following a behavior
that increases the future probability
of that behavior under similar
circumstances.
Things Get Worse:
Punishment
• When things get worse following a
behavior, the behavior is less likely to
occur in the future under similar
circumstances. This is punishment.
• Punishment decreases the likelihood
of behavior; Reinforcement
(including negative reinforcement)
increases behavior.
Is Time Out a
Reinforcement or a
Punishment?
• Need to look whether time out is
increasing or decreasing the
frequency of the target behavior.
• Most people think Time Out is a
punisher but it functions as a
reinforcement for many children.
Take Data To Identify
the A, B, and C
• Without taking baseline date and
identifying the antecedent, behavior,
and consequence, it is not wise to
implement a behavior reduction
strategy
Functions of Problem
Behavior
• To obtain something desirable
(Attention, Tangibles, Sensory
Stimulation).
• To avoid or escape something
undesirable (Task avoidance).
Antecedent Interventions
• Changing the environment before the
behavior occurs to prevent the behavior.
Focus on pairing/manding
8 positives to every negative
Reconfigure class layout or ratio
Give more or less time at a center
Get more sleep at night or nap
Eat breakfast or serve snack earlier
Provide transition warnings
Reactive Interventions
• Interventions implemented after
problem behavior occurs.
• Some examples:
– Count and Mand (use for attention only)
– Planned Ignoring (use for attention only)
– Time Out (use for attention only)
– Work through Demand (use for escape
only)
Count and Mand
•
•
•
Explained in Chapter 2 of my book
Used for access to tangibles/attention only!
Can also use count and give choice, count and
R+, or count and give attention.
Steps:
1. Stop the problem behavior (hands down, be
quiet, no kicking)
2. Silent count to 3, 5, or 10—if problem behavior
resumes, return to # 1.
3. Prompt the mand “cookie”—child echoes
“cookie” Right…how do you ask?…child
responds “cookie”….deliver R+.
Combined Approach
• Spend 95% of your time preventing
problem behavior
• When negative behaviors do occur,
use reactive intervention
consequences at the moment.
– Count and Mand
– Planned Ignoring
– Time Out
– Work Through Demand
If you find yourself using
reactive interventions
frequently
• You need to continue to take data or restart data taking to determine setting
events, antecedents and functions of
target behavior
• Your demands might be too high and/or
reinforcement might be too low
• The environment might need to be
changed
Three things that matter no matter
what the age or functioning level!!
1. Problem behaviors at or near 0
2. Ability to request wants and needs
to an unfamiliar adult
3. Independent toileting
****2-minute activity****
Case Studies
• Case Study # 1
• Amy’s mother reports that Amy is a poor
sleeper. Each Monday morning she arrives
to daycare and begins to play. When she
is called to circle, Amy cries and throws
herself to the ground. The staff tries to
find something less aversive to Amy and
usually tries bouncing Amy on the ball to
get her calm. Amy does usually quiet down
on the ball.
Case Study Questions
•
•
•
•
•
What might be a setting event?
What is the immediate antecedent?
What is the behavior?
What is the consequence?
Does the consequence serve as a
Reinforcer or Punishment?
Case Study #1 (cont.)
• Will the behaviors likely go up or
down?
• What is the most likely the function
of Amy’s behavior?
• What are some interventions you
would recommend to help reduce
Amy’s negative behavior
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
What is Verbal Behavior?
Behavior that is reinforced through the
mediation of another person’s
behavior
Applied Behavior Analysis
Discrete Trial
Direct
Instruction
Teaching
Lovaas
Therapy
Intensive
behavioral
Intervention
Precision Teaching
Fluency Based Instruction
Verbal
Behavior
Incidental
Teaching
Dual Path of Applied Behavior Analysis Research
LOVAAS (UCLA)
MICHAEL (WMU)
ABA Research
Plus
Discrete Trial Training
(structure)
ABA Research
Plus
Discrete Trial Training
Plus
Skinner’s Analysis of
Verbal Behavior
(function)
Common terms for the Verbal
Operants
Mand = request
Tact = label
Intraverbal = conversation,
answering a question, responding
when someone else talks
Echoic = repeating what someone
else says
Receptive or Listener Responding
= following directions
What is “Coffee”???????
Is it a…
• MAND?
• TACT?
• INTRAVERBAL?
MAND
ECHOIC
INTRAVERBAL
TACT
(FFC)
RECEPTIVE
(FFC)
Verbal Operants
Verbal
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)
Verbal Behavior Activity
As a result of:
One has a tendency to:
Seeing a grape
Saying “grape”
Hearing a horn
Saying “truck”
Someone saying “what says moo?”
Saying “cow”
Wanting a push on the swing
Saying “push”
Being told to “stand up”
Standing up
Someone “winnie the”
Saying “pooh”
Someone says “potty”
Saying “potty”
Seeing a stranger
Saying “what’s your name?”
Seeing a tree
Saying “tree”
This is a:
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 nonidentical items. (This is a very
simplistic definition for a very
critical skill area also referred to as
conditional discriminations.)
Teaching the
Mand
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
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.
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.
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!
Keep Number and Effort of
Demands Low at First
• Carefully assess skills
• 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
The Assessment Of
Basic Language and
Learning Skills
The ABLLS
Structure Of ABLLS
Three Components
ABLLS Protocol
Curriculum & Scoring
Record Child Scores
Skills Tracking System
ABLLS Guide
Scoring Instructions
IEP Development Guide
Anl. Scores & Est. Priorities
Teaching Language to Children
with Autism
Verbal Behavior
What & How to Teach
Daniel’s ABLLS A-H
ABLLS 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 only
Color Key
Date
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F 1
A - Cooperation &
Reinforcer
Effectiveness
B - Visual
Performance
C - Receptive
Language
D - Imitation
E - Vocal
Imitation
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G - Labelling
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H - Intraverbals
Daniel’s ABLLS I-R
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I - Spontaneous
Vocalization
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J - Syntax and
Grammar
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K
K
K
K
K
K
K
K
K
K
10
9
8
7
6
5
4
3
2
1
?
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1 1.
1 1 1
K - Play and
Leisure
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1
L
L
L
L
L
L
L
L
L
L
L
L
L
L
L
L
L
L
L
L
L
L
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
?
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1 1.
L - Social
Interaction
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M
M
M
M
M
M
M
M
M
M
M
M
12
11
10
9
8
7
6
5
4
3
2
1
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M - Group
Instruction
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N
N
N
N
N
N
N
N
N
N
10
9
8
7
6
5
4
3
2
1
?
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N - Classroom
Routines
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P
P
P
P
P
P
6
5
4
3
2
1
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P - Generalized
Responding
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
?
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Q - Reading
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Daniel’s ABLLS S-Z
S
S
S
S
S
S
S
S
S
9
8
7
6
5
4
3
2
1
?
?
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S - Writing
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T
T
T
T
T
T
6
5
4
3
2
1
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T - Spelling
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U
U
U
U
U
U
U
U
U
U
U
U
U
U
U
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
?
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U - Dressing
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V
V
V
V
V
V
V
V
V
V
10
9
8
7
6
5
4
3
2
1
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1 1.
1 1 1
V - Eating
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1
W
W
W
W
W
W
W
7
6
5
4
3
2
1
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W - Grooming
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X
X
X
X
X
X
X
X
X
X
10
9
8
7
6
5
4
3
2
1
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X - Toileting
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Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
28
27
26
25
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
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1 1
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1 1
1 1
. .
1 1
1 1
1 1
1 1
1 1
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1 1
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1 1
1 1
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1 1
1 1
1 1
1 1
1 1
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Y - Gross Motor
Z
Z
Z
Z
Z
Z
Z
Z
Z
Z
Z
Z
Z
Z
Z
Z
Z
Z
Z
Z
Z
Z
Z
Z
Z
Z
Z
Z
28
27
26
25
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
?
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1 1
. .
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1 1
1 1
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1 1
1 1
. .
1 1
1 1
1 1
1 1
1 1
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1 1
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1 1
1 1
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. .
. .
1 1
1 1
. .
1 1
1 1
1 1
1 1
1 1
Z - Fine Motor
Mason’s ABLLS
Name: Mason
DOB:
Jan 05 2005
2/25/2005
o A11
o A10
o A9
o A8
o A7
o A6
o A5
o A4
o A3
o A2
o A1
Cooperation
& Reinforcers
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
B21
B20
B19
B18
B17
B16
B15
B14
B13
B12
B11
B10
B9
B8
B7
B6
B5
B4
B3
B2
B1
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
C52
C51
C50
C49
C48
C47
C46
C45
C44
C43
C42
C41
C40
C39
C38
C37
C36
C35
C34
C33
C32
C31
C30
C29
C28
C27
C26
C25
C24
C23
C22
C21
C20
C19
C18
C17
C16
C15
C14
C13
C12
C11
C10
C9
C8
C7
C6
C5
C4
C3
C2
C1
Visual
Receptive
Performance
Language
o
o
o
o
o
o
o
o
o
o
o
o
o
D13
D12
D11
D10
D9
D8
D7
D6
D5
D4
D3
D2
D1
Imitation
o
o
o
o
o
o
o
o
o
E9
E8
E7
E6
E5
E4
E3
E2
E1
Vocal Imitation
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
F27
F26
F25
F24
F23
F22
F21
F20
F19
F18
F17
F16
F15
F14
F13
F12
F11
F10
F9
F8
F7
F6
F5
F4
F3
F2
F1
Requests
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
G42
G41
G40
G39
G38
G37
G36
G35
G34
G33
G32
G31
G30
G29
G28
G27
G26
G25
G24
G23
G22
G21
G20
G19
G18
G17
G16
G15
G14
G13
G12
G11
G10
G9
G8
G7
G6
G5
G4
G3
G2
G1
Labeling
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
H42
H41
H40
H39
H38
H37
H36
H35
H34
H33
H32
H31
H30
H29
H28
H27
H26
H25
H24
H23
H22
H21
H20
H19
H18
H17
H16
H15
H14
H13
H12
H11
H10
H9
H8
H7
H6
H5
H4
H3
H2
H1
Intraverbals
o
o
o
o
o
o
o
o
o
I9
I8
I7
I6
I5
I4
I3
I2
I1
Spontaneous
Vocals
Recommendations for
Mason 1/5/05
• Matching Identical Objects/Pictures
(F/3)
• Increase Verbal Imitation using Mand
• Work on Fill-ins with songs
• Baseline Labels
• Set up Mand Sessions (2) 10-minute
sessions/day
• Keep demands low (VR 3 or 4)
Recommendations for Mason
2/25/05
• Puzzles/easy toys (shape sorter)
• Matching—start categories –make sure he
knows tacts of exemplars
• Prompt him to request actions and missing
items
• Baseline labels (buy flash cards)
• Mix 80% easy to 20% hard w/VR 3
• Continue teaching songs
• Play doh and coloring
• RFFC to TFFC to IFFC with item as answer
• Count and Mand for access to tangibles
Lilly’s ABLLS
ABLLS 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 only
Color Key
Date
January 0, 1900
C 52 ● . . . .
January 0, 1900
C 51 ● . . . .
January 0, 1900
C 50 ● . . . .
C 49 ● . . . .
C 48 ● . . . .
C 47 ● . . . .
C 46 ● . . . .
C 45 ● . . . .
C 44 ● . . . .
C 43 ● . . . .
C 42 ● . . . .
C 41 ● . . . .
C 40 ○ 1 1 . .
C 39 ○ 1 1 1 .
C 38 ○ 1 1 . .
C 37 ○ 1 1 1 1
C 36 ● . . . .
C 35 ○ 1 1 1 1
C 34 ● . . . .
C 33 ● . . . .
C 32 ● . . . .
C 31 ○ 1 1 . .
C 30 ○ 1 1 1 1
C 29 ○ 1 1 1 1
C 28 ○ 1 1 1 1
C 27 ○ 1 1 1 1
F 27
C 26 ○ 1 1 . .
F 26
C 25 ○ 1 1 . .
F 25
C 24 ○ 1 1 1 .
F 24
C 23 ○ 1 1 1 .
F 23
C 22 ○ 1 1 1 .
F 22
B 21 ● . . . .
C 21 ○ 1 . . .
F 21
B 20 ● . . . .
C 20 ● . . . .
F 20
B 19 ● . . . .
C 19 ○ 1 1 1 1
F 19
B 18 ● . . . .
C 18 ○ 1 1 1 1
F 18
B 17 ● . . . .
C 17 ○ 1 1 1 1
F 17
B 16 ● . . . .
C 16 ○ 1 1 1 1
F 16
B 15 ● . . . .
C 15 ○ 1 1 1 1
F 15
B 14 ● . . . .
C 14 ○ 1 1 1 1
F 14
B 13 ● . . . .
C 13 ○ 1 1 1 1
D 13 ● . . . .
F 13
B 12 ● . . . .
C 12 ○ 1 1 1 1
D 12 ○ 1 1 1 1
F 12
A 11 ○ 1 . . .
B 11 ○ 1 . . .
C 11 ○ 1 1 1 1
D 11 ○ 1 1 . .
F 11
A 10 ● . . . .
B 10 ○ 1 1 1 1
C 10 ○ 1 1 . .
D 10 ● . . . .
F 10
A 9 ○ 1 1. .
B 9 ● . . . .
C9 ○ 1 1 1 1
D 9 ○ 1 1 1.
E 9 ○ 1. . .
F 9
A 8 ○ 1. . .
B 8 ● . . . .
C8 ○ 1 1 1 1
D 8 ○ 1 1. .
E 8 ○ 1 1 1.
F 8
A 7 ○ 1 1 1.
B 7 ● . . . .
C7 ○ 1 1 1 1
D 7 ○ 1 1. .
E 7 ● . . . .
F 7
A 6 ○ 1 1 1 1
B 6 ● . . . .
C6 ○ 1 1 1 1
D 6 ○ 1 1 1 1
E 6 ● . . . .
F 6
A 5 ○ 1 1 1 1
B 5 ○ 1 1 1.
C5 ○ 1 1 1 1
D 5 ○ 1 1 1 1
E 5 ○ 1. . .
F 5
A 4 ○ 1 1 1 1
B 4 ○ 1 1 1 1
C4 ○ 1 1 1 1
D 4 ○ 1 1 1 1
E 4 ○ 1 1 1 1
F 4
A 3 ○ 1 1 1 1
B 3 ○ 1 1 1 1
C3 ○ 1 1 1 1
D 3 ○ 1 1 1 1
E 3 ○ 1. . .
F 3
A 2 ○ 1 1 1 1
B 2 ○ 1 1 1 1
C2 ○ 1 1 1 1
D 2 ● . . . .
E 2 ○ 1 1 1 1
F 2
A 1 ○ 1 1 1 1
B 1 ○ 1 1 1 1
C1 ○ 1 1 1 1
D 1 ○ 1 1 1 1
E 1 ○ 1 1 1 1
F 1
A - Cooperation &
Reinforcer
Effectiveness
B - Visual
Performance
C - Receptive
Language
D - Imitation
E - Vocal
Imitation
○
●
●
●
●
●
●
●
●
●
●
●
●
●
●
○
○
●
○
○
○
●
○
○
○
○
○
1 1
.
.
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1 1
1 1
. .
1 1
1 1
1 1
. .
1 1
1 1
1 1
1 1
1 1
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1 1
. .
1.
1.
1 1
1 1
1 1
F - Requests
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
42
41
40
39
38
37
36
35
34
33
32
31
30
29
28
27
26
25
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
○
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
○
●
●
●
●
●
●
●
●
●
○
○
○
○
○
○
○
●
○
○
○
○
○
○
○
1 1
.
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.
1 1
. .
. .
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. .
. .
. .
. .
. .
1 1
1 1
1 1
1 1
1 1
1 1
1 1
. .
1 1
1 1
1.
1.
1 1
1 1
1 1
.
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1 1
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1 1
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. .
1 1
1.
1 1
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1 1
1.
1 1
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G - Labelling
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
42
41
40
39
38
37
36
35
34
33
32
31
30
29
28
27
26
25
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
○
●
●
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○
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○
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1.
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1 1
. .
1 1
1 1
1 1
1 1
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1.
. .
1 1
1 1
1 1
1 1
H - Intraverbals
I
I
I
I
I
I
I
I
I
9
8
7
6
5
4
3
2
1
●
○
○
○
○
○
○
○
○
.
.
1
1
1
1
1
1
1
1
.
1
1
1
1
1
1
1
1
.
1
1
1
1
1
.
1
1
1
.
.
.
1 1
1 1
I - Spontaneous
Vocalization
ABLLS--Lucas
Color Key
A
A
A
A
A
A
A
A
A
A
A
11
10
9
8
7
6
5
4
3
2
1
Date
9/6/2007 Lucas B.
June 7, 2007
January 0, 1900
1 1 . .
. . . .
. . . .
1 2 2 2
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
A - Cooperation &
Reinforcer
Effectiveness
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1 1
.
.
1 1
1.
1.
1.
1 1
1 1
1 1
1 1
1 1
1 1
1 1
. .
1 1
1 1
1 1
1 1
1 1
1 1
.
.
B - Visual
Performance
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
52
51
50
49
48
47
46
45
44
43
42
41
40
39
38
37
36
35
34
33
32
31
30
29
28
27
26
25
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
1 1 1 1
1 1 1 1
1 1. .
. . . .
1 1. .
1 2 2.
2 2. .
1 1 1 1
1 1 1 1
. . . .
1 1. .
1 1 1 1
1 1 1 1
1 1 1 1
1 1. .
1 1 1 1
1 1 1 1
1 1. .
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
. . . .
1 1 1 1
1 1 1 1
1 1 2 2
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
C - Receptive
Language
D
D
D
D
D
D
D
D
D
D
D
D
D
13
12
11
10
9
8
7
6
5
4
3
2
1
. . . .
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
D - Imitation
E
E
E
E
E
E
E
E
E
9
8
7
6
5
4
3
2
1
1
1
1
1
1
1
1
1
1
E - Vocal
Imitation
1
1
1
1
1
1
1
1
1
1
1
1
2
1
1
1
1
1
.
1
1
.
.
1
1
1
1
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
27
26
25
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
1 1 . .
. . . .
. . . .
1 1 . .
. . . .
1 1 . .
. . . .
. . . .
. . . .
. . . .
. . . .
. . . .
. . . .
. . . .
. . . .
1 1 . .
1 1 . .
1 1 . .
1 1 1 1
1 1 1 .
1 . . .
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
F - Requests
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
42
41
40
39
38
37
36
35
34
33
32
31
30
29
28
27
26
25
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
. . . .
. . . .
. . . .
. . . .
. . . .
. . . .
. . . .
. . . .
. . . .
. . . .
1 . . .
. . . .
. . . .
. . . .
1 1 1 1
1 1 1 1
1 1 . .
1 2 2 2
. . . .
2 2 2 2
2 2 2 2
. . . .
. . . .
. . . .
2 2 . .
1 1 1 .
1 1 1 2
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 2 2
1 1 1 2
1 1 1 1
. . . .
. . . .
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
G - Labelling
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
H
42
41
40
39
38
37
36
35
34
33
32
31
30
29
28
27
26
25
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
. . . .
. . . .
. . . .
. . . .
. . . .
. . . .
. . . .
. . . .
. . . .
1 1 . .
. . . .
. . . .
. . . .
. . . .
. . . .
. . . .
1 . . .
. . . .
. . . .
. . . .
. . . .
. . . .
. . . .
. . . .
. . . .
. . . .
1 1 . .
1 1 1 .
1 . . .
1 1 . .
1 1 1 .
1 1 . .
1 1 . .
1 1 . .
1 1 . .
1 1 1 .
1 1 1 1
1 1 1 1
1 1 1 1
. . . .
1 1 1 1
1 1 1 1
H - Intraverbals
I
I
I
I
I
I
I
I
I
9
8
7
6
5
4
3
2
1
. . . .
1 1 . .
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 .
1 1 1 1
1 1 1 1
I - Spontaneous
Vocalization
VB MAPP--Lucas
Key:
Child's name Lucas Barbera
1st test:
Date of birth
2nd test:
7/3/1996
Score
117.5
Date
Tester
Color
Aug-07
M. Barbera
3rd test:
LEVEL 3
Mand
Tact
Listener
VP/MTS
Math
Reading
Mand
Tact
Listener
VP/MTS
Imitation
Echoic
Mand
Tact
Listener
VP/MTS
Imitation
Echoic
Writing
Social/play
LRFFC
IV
Group
Ling.
15
14
13
12
11
LEVEL 2
Play
Social
LRFFC
Social
Vocal
10
9
8
7
6
LEVEL 1
`
5
4
3
2
1
Play
IV
Group/CR
Ling.
Language Barriers--Lucas
Date
Key
Child's name:
Lucas Barbera
Date of birth:
Color Tester
1st Asses. 08/2007
7/3/1996
M. Barbera
2nd Asses.
3rd Asses.
Inst. Control
Behavior Prob.
Defective Mand Defective Tact
Defective Imit.
Defective Echo
Defective MTS
5
4
3
2
1
1
2
3
Defective List.
1
2
3
Defective IV
1
2
3
Prompt Dep.
1
2
3
Generalization
1
2
3
Scrolling
1
2
3
Defective Scan
1
2
3
D
Defective C
5
4
3
2
1
1
2
3
Weak MOs
1
2
3
1
2
3
RR Weakens MO Self-Stim
1
2
3
1
Defective Artic.
2
3
OCB
1
2
3
Reinf. Depend.
1
2
3
Attending
5
4
3
2
1
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
Recommendations for Lucas
• Intensive teaching and NET sessions
• VR 15 (with 80% easy/20% hard)
• Teach prepositions/pronouns
• Teach manding for
attention/information
• Edmark reading program
• Teach coin and time identification
• Leisure and self care skills
Thirteen Intervention Tips
• 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
# 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
#2 Pairing
2. “Pair” yourself and the
environment with
reinforcement by giving the
child lots of reinforcement with
no effort required .
# 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
#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.
#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.
#6 Matching
6. Teach the child to match items
and pictures. Label the item
instead of using the command
“match” or “put with same.”
# 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.
# 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.
#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)
# 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.
# 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.
# 12 Do Not Reinforce Problem
Behavior
12. Do not respond whining, kicking,
screaming and other negative
behaviors.
For problem behavior related to access to
attention/tangibles:
• Walk away, Ignore, or use the Count and
Mand procedure
For escape related problem behavior:
• Ignore problem behavior and continue
demand
# 13 Prevent and Correct
Errors throughout the day!
Instructor:
Child:
Instructor:
Child:
Instructor:
Child:
Instructor:
Child:
Points to an apple and says
What is it?
“bird.”
“What is it—apple”
echoes “apple”
Right, what is it?
“apple”
Presents 2-3 easy demands and
then “what is it?”
“apple”
Some Take Home Points
for 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
Questions?
• www.vbapproach.com
• [email protected]
• Thank You!