Teaching Expressive Language Flashcards
(36 cards)
what are the typical language development milestones?
- Birth to 3 months: reacts to sounds, makes pleasure sounds, cries to communicate needs
- 4-6 months: follow sounds with eyes, respond to changes in voice tone, babbles
- 7 months - 1 year: begins imitating speech sounds, says first words
- 1-2 years: points to body parts, uses 2-word phrases
- 2-3 years: describe items with 2-3 words
- 3-4 years: answers basic questions like who, what, where, and uses 4+ word sentences
- 4-5 years: detailed sentence use, understanding grammar and rhyming
what are Skinner’s 4 verbal operants?
- Mand (requests)
- Tact (labels)
- Echoics (imitation)
- Intraverbal (conversation)
What is Skinners key concept?
verbal behavior is reinforced through social interaction
what are verbal operants?
- Mands are learned first, as they directly serve a function (getting needs met)
- Interventions are designed to teach these operants systematically
what is intervention focus?
language is taught based on the purpose, starting with mands and progressing to more abstract forms like tacts and intraverbals
What is manding?
A request for a specific item or action, motivated by the desire to get something
why is manding important?
it allows individuals to communicate needs effectively, without mands, a child may resort to frustration behaviors like crying or tantrums
define motivating operation (MO)
An MO alters the value of a reinforcer, increasing or decreasing the likelihood of a behavior (hunger, tiredness, weather)
what is the 4 term contingency
- MO (motivating operant)
- SD (discriminative stimuli)
- mand (behavior)
- reinforcer (consequence)
what are the common mand training barriers?
- no motivation
- free access to the item
- scrolling through requests
- problem behaviors used as mands
- lack of attention from the listener
- prior punishment for manding
what are the assessment components of mand repertories?
- Identify reinforcing items
- Understand how the earner will communicate their mand
- for learners with limited verbal language, picture based communication is more effective than signing
what is the NET approach to teaching mands?
use natural contexts to teach mand by creating motivational situations
what are the steps for NET for mands?
- Create motivation
- Wait for a verbal or physical prompt
- Reinforce immediately by giving the item
- Fade prompts and increase independence in requesting
what are the steps for DTI for mands?
- Present a reinforcer out of reach
- Use a verbal or physical prompt
- Immediately reinforce correct mand
- Repeat trials for practice
why is DTI used for mands?
- Good for learners who can follow basic instructions and have limited manding skills
- Helps increase mand repertoire quickly
what are the types of mands?
- Requesting multiple items
- Requesting actions
- Asking for assistance
- Requesting the removal of an aversive
- Seeking attention
- Requesting information
what skills are needed for effecting mands?
- reliable choice: learners must reliably choose between multiple reinforcers
- Non-present items: Learners must be able to use mand for items that are not in the environment
- Generalization: learners must generalize mands across environments people, and situations
how do you prevent scrolling?
- Don’t reinforce rapid, multiple-word requests
- use prompting an transfer trials for correct mands
what does discrimination training do?
helps learners choose the correct mand with a mix of reinforcing and non-reinforcing items
how do you expand mands?
teach phrases like “open box” and use carrier phrases like “I want” or “Can I have”
why do we vary manding activites?
Use of diverse items and environments can prevent satiation and promote generalization
Define Tact:
labeling of objects, actions, or environmental conditions
what are the types of tacts?
- Observable: cow, running, sitting
- Unobservable: im hungry, tired, cold
what are some tact training tips?
- Ensure imitation skills via echoic training
- Use non-verbal stimuli and prompt responses
- Reinforce correct labels, not tied to the object
- Vary SDs and conditions for generalization
