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j5020B > Unit 3 Notes > Flashcards

Unit 3 Notes Flashcards

1
Q

Typical Language Development Milestones

A
  • Thr are 100s of development milestones checklists available on internet
  • Center for Disease Control
  • “Babies develop @ thr own Pace so it’s impossible to tell exactly wen ur child will learn a given skill. The developmental milestones listed will give gen idea
  • Verbal Operant, Listener skills, Imitation, Match-to-sample & automatically reinforced vocal Bx
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2
Q

Typical Language Development Milestones

*Imp Milestones: By the End of Three months

A
  • Social & Emotional
  • Begins to develop a social Smile
  • Enjoys Playing with other ppl & may cry when playing stops (Mands)
  • Becomes more Expressive & Communicated more with Face & body (Possible Mands)
  • Cries differentially for pain, hunger & discomfort
  • Imitates some movements & facial expression (imitation)
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3
Q

Typical Language Development Milestones

*Imp Milestones: By the End of Three months

A
  • Hearing & Speech
  • Smiles at the sound of your voice (speech sounds become conditioned reinforcers)
  • Begins to babble (Direct & automatic RX)
  • Begins to imitate some sound (Echoic)
  • Turns head toward direction of sound (speech sounds functioning as SDs)
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4
Q

Typical Language Development Milestones

*Imp Milestones: By the End of 7 months

A

Language:

  • Responds to own name (Listener skills)
  • Begins to respond to “no” (Listener skills)
  • Can tell Emotional by tine of voice
  • Responds to sound by making sounds (Early Echoic attempts)
  • Uses Voice to express joy & displeasure
  • Babbles Chians of sounds (Automatic Rx)
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5
Q

Typical Language Development Milestones

Imp Milestones: By The End of 1 yr (12 months)

Social & Emotional

A
  • Cries when mother or father Leaves (Mands)
  • Enjoys imitating ppl in his Play (Imitation)
  • Repeats sounds/gestures for attention (Mand/Echoic/Imitation)
  • Cognitive:
  • Looks at correct pic when the image is Named (Listener skills)
  • Imitates Gestures (Imitation)
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6
Q

Typical Language Development Milestones

Imp Milestones: By The End Of 1 Year (12 Months)

Language

A
  • Pay increasing attention to Speech
  • Responds to Simple verbal requests (Listener skills)
  • Responds to “No” (Listener Skills)
  • Uses simple gestures, such as shaking head for “no” (Mand)
  • Babbles with Inflection (change in tone) (Automatic RX)
  • Says “dada” & “Mama” (Mand/tact)
  • Uses Exclamations such as “oh-oh” (Mand/tact)
  • Tries to imitate Words (Echoic)
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7
Q

Typical Language Development Milestones

Imp Milestones: By The End of 2 yrs (24 Months)

Social
Emotional
Cognitive

A
  • Social: Imitates Bx of others, esp adults & older children (Social imitation)
  • Emotional: Begins to show defiant Bx (Mands)
  • Cognitive: Begins to Sort by Shapes and colors (Matching-to-sample)
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8
Q

Typical Language Development Milestones

Imp Milestones: By The End Of 2 Years (24 Months)

-Language

A
  • Points to object/picture when it’s named for him (Listener Skills)
  • Recognizes Names of familiar ppl, objects & body parts (Listener skills)
  • Says several Single words (by 15-18 months) (Mands/tacts)
  • Uses 2 to 4 word sentences (Mands/tacts)
  • Follow Simple instructions (Listener skills)
  • Repeats words over heard in conversation (Echoic)
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9
Q

Typical Language Development Milestones

Importance Milestones: By The End Of 3 yrs (36 Months)

A
  • Social: Imitates adults & playmates (Social imitation)
  • Understands concept of “mine” & “his/hers” (Listener skills)
  • Emotional: Expresses a wide Range of emotions (Some are Mands)
  • Objects to major changes in routine (Mands)
  • Cognitive: Plays make-belief with dolls, animals & ppl, Match an object to pc book, sorts Objects by shape & color (Matching to sample)
  • Understands concept of “two” (Listener skills)
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10
Q

Typical Language Development Milestones

Imp Milestones: By The End Of 3 yrs (36 Months)

Language

A
  • Follows a two-or three part Command (Listener Skills)
  • Recognizes & identifies almost all common objects & pics (Listener/tact)
  • Understands most sentences (Listener skills)
  • Understands Placement in space (Listener skills)
  • Uses 4-5 word sentences (Mand/Tact/Intraverbal)
  • Can say name, age & sex (Intraverbal)
  • Use pronouns (I, you, me ) and some plurals (cars, dogs, cats) (Mands/tact)
  • Strangers can understand most of her words (Response Form Improvements)
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11
Q

Typical Language Development Milestones

Important Milestones: By The End Of 4 yrs (48 Months)

A

*Social: Negative -Solutions to Conflicts (Mand/Intraverbal)

  • Cognitive:
  • Correctly Names some Colors (Tacts)
  • Understands the concept of Counting & may know a few numbers (Math)
  • Tries to solve prob from a single point of view (Mand/intraverbl)
  • Begins to have a clearer sense of time (Intraverbal)
  • Follows 3-part Commands (Listener skills)
  • Recalls parts of a story (Intraverbal)
  • Understands the concepts of “same” & “different” (Listener skills)
  • Engages in Fantasy play
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12
Q

Typical Language Development Milestones

Imp Milestones: By The End Of 4 Years (48 Months)

Language

A
  • Has mastered some basic Rules of Grammer (Mand/Tact/intraverbal/listener)
  • Speaks in Sentences of 5 or 6 words (Mand/Tact/intreaverbal)
  • Speaks Clearly enough for Strangers to understand
  • Tells Stories (Intraverbal)
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13
Q

Typical Language Development Milestones

Imp Milestones: By The End Of 5 Years (60 min) Emotional

A
  • Emotional: Sometimes Demanding sometimes eagerly cooperative (Mands)
  • Cognitive Milestone: Can occur 10 or more objects (Math)
  • Correctly names at-least 4 colors (Tact)
  • Better understands the Concept of time (Listener/intraverbal)
  • Knows about things everyday in the home (money, food) (M/T/L/IV)
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14
Q

Typical Language Development Milestones

Imp Milestones: By The End of 5 yrs (60 Months)

Language

A
  • Recalls Part of a Story (Intraverbal)
  • Speaks sentences of more than 5 words (Mand/tact/intraverbal)
  • Uses Future tense (Intraverbal)
  • Tells longer stories (Intraverbal)
  • Says name & Address (Intraverbal)
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15
Q

Implications for Children & Adults with Language Delays

A
  • Use typical Development as an assessment & curriculum Guide
  • Use Bx Analysis in General & Skinner’s analysis of verbal Bx in particular, as the Conceptual foundation of the language intervention prog
  • Use the basic teaching Procedure derived from ABA (i.e. Prompting, fading, Shaping, differential RX, task analysis)
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16
Q

By 7 months of age, where do the sounds that children make typically come from?

a) The genetic history
b) The parent’s language

A

b) The parent’s language

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17
Q

Which of the following are NOT well established by the age of 2 yrs old?

a) Imitation
b) Intraverbals
c) Match to sample
d) Tacts

A

b) Intraverbals

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18
Q

At which age can most spoken words be understood by a stranger?

a) As early as 3 yrs old
b) As early as 2 yrs old
c) No earlier than 4 years old

A

a) As early as 3 yrs old

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19
Q

Which of the following is NOT a language milestone of 4 yrs old?

a) Counts to 10 or higher
b) Speaks in sentences of 5 to 6 words
c) Uses irregular verbs
d) Tells stories

A

a) Counts to 10 or higher

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20
Q

Which of the following is true about learning colors?

a) Children can learn to describe things as a color at an early age
b) Young children typically are able to learn colors as nouns, not adjectives
c) Colors should be taught early on in a language prog
d) All of the statements are true

A

b) Young children typically are able to learn colors as nouns, not adjectives

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21
Q

Which of the following is NOT true of 5 yr old children?

a) They can say their name & address
b) They can recall parts of stories
c) Their sentences consist of more than 5 words
d) Their vocabulary is being established

A

d) Their vocabulary is being established

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22
Q

Why is it important to consider typical language development when developing a language program for children with language delays?

a) Allow further identification of the function of language
b) Provides direction of where to start & how to proceed
c) Makes it possible to develop a language repertoire as close as possible to that of a typical child
d) All of the above choices are correct

A

d)All of the above choices are correct

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23
Q

Steps to Beginning an Intervention Program

A
  • Conduct a VB-MAPP Assessment
  • The purpose of the assessment is to determine a child’s skills & Barriers in order to Design an individual prog tht best fits the child
  • Determine the child’s VB-MAPP level (1, 2 or 3)
  • Determine skill strength & weaknesses
  • Work on Balancing out the skills
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24
Q

Developing an Intervention Program for a Child in Level 1

A

1) Identify Reinforcers & MO levels
2) Identify existing Skills (e.g. Mands, Tacts, Imitation)
3) Identify Barriers & conduct necessary descriptive/functional analyses (e.g. instructional control. obsessive bxs, self-stem)
4) Identify response Form (speech, signs, PECs)
5) Determine Baseline Levels
6) Develop IEP Goals based on VB-MAPP scores

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25
Q

Developing an intervention Program for a Child in Level 1

Contd…

A

7) Measurement & data collection (objectivity)
8) Use DTT or NET or Both?
9) General teaching Setting (controlled, materials prepared, data sheets, reinforcers ready)
10) Daily schedule
11) Parent Training

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26
Q

Intervention Program

Level 1: Mand Training

A
  • Motivation -> Response -> Specific RX

- i.e. Child wants cookie -> Cookie -> Child receive cookie

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27
Q

The first step in developing an individualized language intervention program is to:

a) Conduct a series of IQ tests
b) Conduct an assessment
c) Develop a child’s receptive language skills
d) Teach matching to sample skills

A

b) Conduct an assessment

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28
Q

What content is primarily focused on with a Level 1 learner?

a) Intraverbals
b) Mands
c) Tacts
d) Peer interaction

A

b) Mands

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29
Q

If a child scores low in the mand category & high in the echoic category, you should:

a) Use echoic to teach mands
b) Work on mands exclusively until both mands & echoic are at the same level
c) Work on echoic first to ensure that the child continues scoring high in the category

A

a) Use Echoic to teach mands

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30
Q

Which of the following demonstrate the preferred order of response forms from most to least preferred?

a) Speech, PECs, Signs, Written
b) Speech, Signs, Pecs, Written
c) Speech, Signs, Written, PECs
d) Speech, Written, Signs PECs

A

b) Speech, Signs, Pecs, Written

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31
Q

Where to Start Mand Training?

A
  • What Motivates a specific Child?
  • When is that motivation Strong?
  • Can that motivation be Used (captured/contrived) to teach a mand?
  • Make a List of potential motivation & the related reinforcers
  • Select the first few Words to teach
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32
Q

Words that Should be Avoided

A
  • Words that are related to a Variety of motivators (e.g. More plz, Mine, Yes, Help, Pointing)
  • Words that are related to motivators from General categories (e.g. Eat, Play, Toys)
  • Words for removing an Aversive (e.g. Break, All done, Mine, No, Go play)
  • Words that are related to items that are hard to deliver (e.g. Swimming, Bike ride)
  • Words that are related to items that are hard to Remove (e.g. Gum, Outside)
  • Words that are related to Politeness (e.g. Please, Thank you)
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33
Q

Selecting the First Words to Teach as Mands

A
  • Words that are related to Strong MO for an item
  • Words that are related to items that involve slow Satiation so multiple trials can be conducted
  • Words that are related to a Specific item,
  • Words that are related to items that are consumed or dissipate
  • Words that are related to items that are easy to Deliver immediately
  • Words that are related to items that are east to Remove when necessary
  • Words that involve a Response Form that is already in the repertoire (e.g. echoic)
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34
Q

E.g. of First Words to Teach as Mands

A
  • Specific food items (e.g. apple, chip, cookie, cracker)
  • Specific Drinks (e.g. Juice, milk)
  • Toys (e.g. ball, car, bubbles, train, playdoh, puzzle)
  • Physical actions (e.g. up, push, spin, tickles, hugs, swings)
  • Individualized reinforcers (e.g. Hat, Book, Music, video)
  • Ppl or pets (e.g. mom, dad, Maggie)
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35
Q

Issues Concerning Motivate Operations

(MOs) and Mands

A

-All mands are controlled by MOs
-Thr must be an MO & strength to conduct Mand Training
-MOs vary in strength across time & the effects maybe Temporary
-MOs must be either captured/Contrived to conduct Mand training
-MOs may have an instant or gradual onset or offset
-High response requirement may weaken an MO
-Instructors must be able to Identify the presence & strength of an MO & Use it when it is there
Instructors must be able to reduce existing Negative Bx controlled by Mos
-Instructors must know how to bring VB under the Control of MOs

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36
Q

The first type of language skill to focus on for a nonverbal child should be:

a) Motor imitation
b) Vocal imitation
c) Receptive language
d) Mands

A

d) Mands

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37
Q

The most imp aspect of Mand training is:

a) To use sign language first then switch to vocal training
b) Bring the response under the functional control of motivating operations
c) Use echoic to mand transfer of stimulus control procedure
d) Make sure the object is present during early mand training

A

b) Bring the response under the functional control of motivating operations

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38
Q

The first place to start mand training is to:

a) Identify the individual child’s motivators (MOs) and when they are strong
b) Establish strong listener skills
c) Establish a strong echoic repertoire
d) Develop strong sorting & matching skills

A

a) Identify the individual child’s motivators (MOs) and when they are strong

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39
Q

In early mand training the instructor should avoid teaching words that:

a) Involve the name of the specific item
b) Are related to strong motivators
c) Are general or related to a variety of reinforcers such as “more,” “yes,” & “mine”
d) Involve a nonverbal stimulus that can be used as prompt

A

c) Are general or related to a variety of reinforcers such as “more,” “yes,” & “mine”

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40
Q

In early mand training it is important to select words that:

a) Are related to politeness such as “please,” and “thank you”
b) Involve the name of the specific item
c) Are general or related to a variety of reinforcers such as “more,” “yes,” and “mine”
d) Involve removing aversive such as “break” and “all done”

A

b) Involve the name of the specific item

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41
Q

Intervention program Level 1: Mand Training for a Child With Some Echoics

A
  • Identify a motivator that is currently Strong (e.g. bubbles)
  • Have the bubbles Present
  • Provide some “Noncontingent” bubbles first, make it fun
  • Pair the word “bubbles” with the delivery of the bubbles
  • Begin Training by giving an echoic Prompt & delaying the delivery of the bubbles
  • There are 4 Antecedent (MO, object, echoic, verbal prompt)
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42
Q

Fading the Echoic Prompt

A
  • The goal is to “Transfer control” from the Echoic prompt to the MO and the object
  • Partial Prompt
  • Delayed Prompt
  • Combination of delay and partial
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43
Q

When selecting first words to teach mands:

a) Choose words that are easy to say
b) Choose words that are similar to other words already in the child’s repertoire
c) Choose words for items the child satiates slowly on
d) Choose words with multiple meanings so you can teach more targets at a time

A

c) Choose words for items the child satiates slowly on

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44
Q

In order to conduct mand training there:

a) Must be 40 hr a week program in place
b) Must be an existing tact repertoire
c) Must be a cognitive understanding of what the target word means
d) Must be an MO for the target item or activity currently at strength

A

d) Must be an MO for the target item or activity currently at strength

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45
Q

Early Mand training usually involves:

a) Thousands of training trials
b) Small amounts of aversive control
c) Using multiple antecedent variables & gradually fading prompts
d) Intraverbal & tact training also

A

c) Using multiple antecedent variables & gradually fading prompts

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46
Q

Transfer of control in Mand training can be accomplished by:

a) Generalization procedures
b) Using delay or partial prompt procedures
c) Multiple exemplar training procedures
d) Teaching matching-to-sample

A

b) Using delay or partial prompt procedures

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47
Q

Transfer of Stimulus Control Procedure

A
  • Steps in the transfer procedure
    1) Present Target SD + Verbal Prompt (wat do u want?)
    2) If correct ……reinforce
    3) If incorrect present Echoic prompt
    4) If echoic is Correct repeat #1 (Present the Transfer Trial i.e. “wat do u want” while holding up the RX)
    5) Add Distracter trial (e.g. an imitation trial)
    6) Repeat Cycle with more distractors & use less prompting
48
Q

Generalization

A
  • A specific word should occur under a wide Variety of circumstances
  • Different settings
  • Different ppl
  • Different noise level & Distractions
  • Different carrier Phrases
  • Different tone of voice, pitch, intonation, prosody & volume
  • Different Materials
  • Combinations of these
49
Q

Teaching Format

A
  • Basic Bx modification Procedures
  • Discrete trial (Stimulus/MO -> Response -> Consequence)
  • Short sessions (1-15 minutes)
  • Training on the floor, @ a table, Playground etc
  • Mixed VB Format (mand, imitation, echoic, listener, MTTS)
  • Focus on the mand & tact
50
Q

Immediate Goals

A
  • Teach the child to Mend-tact Free from echoic (or imitative for signers) Prompts
  • Teach the child that he can gain access to RXs by Manding
  • Teach the child that the initiating Stimulus maybe visual, auditory or both
  • Teach the child to be a speaker & a Listener
  • Gain Instructional control in a positive way
  • Establish the instructors as a conditioned reinforcer, make learning Fun
  • Avoid the temptation to increase the size of the sentence. It is more Functional for the child to increase the # of mands rather than the Words used in one mand
51
Q

It is important to include distracter trials:

a) So the child does not get bored by working on the same target response
b) To ensure the child is paying attention
c) To probe target responses that have been placed on maintenance
d) To strengthen the target response

A

d) To strengthen the target response

52
Q

In order to ensure that a mand is not specific to a certain person, place or set of materials it is important to include:

a) Generalization procedures
b) Delay or partial prompt procedures
c) Errorless learning procedures
d) The motivating operation

A

a) Generalization procedures

53
Q

Mand training should be conducted:

a) In a controlled teaching environment
b) At the table & with structured teaching procedures
c) Only in the natural env
d) In all environments

A

d) In all environments

54
Q

An early goal of mand training is to free the response from:

a) The nonverbal stimulus
b) The motivative variable
c) Physical, echoic or imitative prompts
d) One word mands

A

c) Physical, echoic or imitative prompts

55
Q

Expanding the Mand-Tact Repertoire

A
  • Following the acquisition of 2 Unprompted mans-tacts, add 1-2 new mand-tacts
  • Use the same Criteria suggested above for Selecting New words
  • Don’t worry about fading out the Object yet
  • Focus on Single words only, no carrier phrases
  • Data collection: First Trial data
56
Q

Expanding the Mand-Tact Repertoire

A
  • Increase the focus on Imitation, RD, Echoic & MTS
  • Program for Generalization
  • After a few Mands are acquired it may be appropriate to start Tact training
  • No formal RFFC or Intraverbal training yet
  • Carefully Analyze errors & correct early
  • Watch for emerging Barriers (e.g. Scrolling, Prompt bound, rote mands, reinforcer dependency)
57
Q

When to Start Tact Training?

A
  • Start tact Training as soon as possible, However……
  • If the child does not have any mands the initial Focus should be on establishing mands
  • If a child cannot emit any echoic/imitative Bx the initial focus should be on using mands & pairing procedures to help to establish Echoic/imitative skills
  • If the child demonstrates severe Bx Problems/noncompliance, it may be that these issues (along with mand training) are more of a priority
  • If the child can easily emit several echoic or imitative response & has a few mands, then tact training should begin immediately
58
Q

Selecting the First Words to Teach as Tacts

A
  • Nouns (3-D) that are relevant to the child (shoes, chair, car)
  • Items that may also be reinforcing (combining mand & tact trainings)
  • Use items that can be Clearly identified (e.g. some toys have multiple names)
  • Select items that are easy to Present, readily available & easy to manage in teaching sessions
  • Use words/signs that are already in the child’s echoic/imitation repertoire
59
Q

Selecting the First Words to Teach as Tacts

A
  • Use words & signs that are easy to Pronounce/formulate
  • Select items tht are clearly Distinct from each other
  • Select targets that are Different from each other (they don’t rhyme or start with the same letter)
  • Use items that the child can already select as a Listener
  • Make use of the “Next 10 words list” to pre-select new tacts
  • Select items that can be easily Generalized
  • Use the First 300 noun language List
60
Q

Which of the following statements is true regarding data collection during language programming?

a) First trial data are not recommended because they do not account for all responses
b) Trial by trial data are not recommended due to a greater chance of inaccuracy
c) First trial data are recommended so that interactions with the child are not disrupted
d) Trial by trial data represent a more sensitive measure since there are more opportunities to collect them

A

c) First trial data are recommended so that interactions with the child are not disrupted

61
Q

Following the development of a few prompt free mands the intervention program should include:

a) Tacts, listener discriminations (LDs) and matching to sample
b) Intraverbal Bx
c) Listener discriminations by Function feature & class (LRFFC)
d) Beginning academic Skills

A

a) Tacts, listener discriminations (LDs) and matching to sample

62
Q

Tact training usually involves:

a) Relational Frame Theory
b) Basic prompting, fading and transfer of stimulus control procedures
c) Careful manipulation of the motivating operation
d) Teaching strong scanning skills

A

b) Basic prompting, fading and transfer of stimulus control procedures

63
Q

The first words to teach as tacts should be:

a) Words that rhyme with each other
b) Words that can be easily transferred to intraverbal
c) Words that allow the child to express his emotions
d) Words that are functional to the child & involve items or activities in his everyday env

A

d) Words that are functional to the child & involve items or activities in his everyday env

64
Q

Adding New Tacts

A
  • Use 3 days for 1st trial correct data (cold probe)
  • Add the acquired target to the Generalization list
  • Conduct Listener trials (should already be happening)
  • Add a New tact when an existing target has met criteria
  • Use the “Next 10 word list” to Select new target tacts
  • Conduct daily Maintenance & Generalization trials on “Mastered” tacts
  • Add the Mastered target to the “300 Nouns” list
  • This list will later be used for selecting targets for non-verb combinations etc. and intraverbals
  • Avoid the temptation to add adjectives, prepositions, adverbs et
65
Q

Echoic and Imitation

A
  • Incorporate echoic & imitation into mand, tact, listener & matching sessions as well as play, social, self-help & everyday natural env activities etc unless…..
  • The skills are ver weak & need specific Speech therapy/training time
  • Standard teaching Procedures of establishing stimulus control through prompting, fading & differential RX
66
Q

Echoic and Imitation

Contd…..

A
  • There are several additional ways to increase vocalizations:
    1) Use a Mand frame
    2) Pairing procedures
    3) Use Augmentative communication
    4) Use in context echoic trials (out of context also)
    5) Differential RX of vocalization & shaping
67
Q

Teaching Listener Skills

A
  • Begin with specific Actions (clap, jump, run)
  • Use the well-established Behavioral procedures of prompting, fading & differential RX (Lovass)
  • Begin Listener Discrimination training (LD) as soon as possible
  • Follow the Sequence of listener skills presented in the VB-MAPP Listener Task Analysis
  • Teach tasts and Las at the Same time (for Level 1 & most of Level 2 skills)
  • Array Mgmt is Critical: Get away from a neat array of 3 ASAP!
  • Use large & messy arrays, Scenes & the Natural Env
68
Q

Distracter trials are used for:

a) Keeping the child busy
b) Taking the child’s mind off the discrete trial teaching format
c) Strengthening stimulus & motivational control
d) Keeping the instructor entertained

A

c) Strengthening stimulus & motivational control

69
Q

After a child has responded correctly to a target three days in a row:

a) Begin working on the next target
b) Begin using it as a distracter
c) Continue working on it to make sure the child has really mastered it
d) Teach it across different setting, people and with different exemplars

A

d) Teach it across different setting, people and with different exemplars

70
Q

After several nouns are acquired training should begin on:

a) Prepositions
b) Verbs
c) Adjectives
d) Pronouns

A

b) Verbs

71
Q

Echoic skills can be increased best by using:

a) A mand frame & pairing procedures
b) Receptive language training
c) Play therapy
d) Sensory integration

A

a) A mand frame & pairing procedures

72
Q

Visual Perceptual Skills and Matching to sample (MTS)

An imp part of an early intervention prog

A
  • Teaching procedures involve the standard establishing of stimulus control through prompting, fading and differential RX
  • Recommend following the sequence of matching Skills presented in the VB-MAPP
  • MTC can be used to help establish a variety of more advanced skills such as…
  • Adv scanning skills & attending, Natural env training, Listener discriminations, Intraverbal categorization
73
Q

Basic Elements of Teaching Tacts & Conducting a Tact Session

A
  • Have variety of RX available & ready to deliver
  • RX are Valuable
  • Know level of child’s existing Tact repertoire
  • Know how to conduct each of basic 6 procedures (i.e. mand, tact, listener discrimination, echoic, imitation and matching to sample)
  • Have collection of items 4m known tacts for generalization, maintenance
74
Q

Basic Element of Teaching Tacts & Conducting a Tact Session

A
  • Identify the current Targets
  • Have the target materials Ready @ the teaching session
  • Prepare the material prior
  • have first trial sheet prepared
  • Know the best Quality response tht is target
  • Know the various Prompt levels
75
Q

Basic Elements of Teaching Tacts & Conducting a Tact Session

A
  • Use a changing RX criterion within a session
  • Use Opportunity to mand as a RX
  • Keep student Engaged
  • Teach a new Listener LD skill along with Tact
  • Be able to Read data, share reg meeting
  • Able to work child’s daily routing
  • Conduct tact training as Interspersal activity
76
Q

An imp aspect of training on matching to sample is:

a) Fading out intraverbal prompts
b) Use of the motivate variables
c) Increasing the size & complexity of the comparison array
d) Requiring tacts of the items matched

A

c) Increasing the size & complexity of the comparison array

77
Q

Listener responding by function, feature and class (LRFFC) involves:

a) Intraverbal relations
b) Discrimination among items based on descriptions of the items rather than the name of the item
c) Matching to sample procedures
d) A type of tact training

A

b) Discrimination among items based on descriptions of the items rather than the name of the item

78
Q

Matching to sample, listener responding & LRFFC all involve:

a) Using the MO as a prompt
b) Transfer of stimulus control from know tacts
c) Scanning an array & selecting a target item
d) Discrete trial training

A

c) Scanning an array & selecting a target item

79
Q

In order to maintain a consistent intervention program it is imp that

a) As many ppl as possible work with a child
b) Every day involves a different schedule of activities
c) The child has extensive unstructured activities during the day
d) A classroom or in-home language training schedule be established

A

d) A classroom or in-home language training schedule be established

80
Q

Staff and Parent Skills

A
  • There are specific set of teaching skills tht are essential for advancing an early learner through VB-MAPP level 1
  • Skills may take many months learn & reg training & Supervision by prof skilled BX psychology & Skinner;s analysis of VB
  • These skills include
  • Basic bx teaching process (prompting, fading, shaping, RX, data collection)
  • The basic Elementary Verbal operants
  • Child Mgmt skills
  • Common sense
81
Q

Staff & Parent Skills

Some Basic Elements of Teaching in an ABA/VB Prog

A
  • Staff beed to be able to explain
  • What is Discrete trial training
  • How do you find RX
  • Why pair urself with RX
  • What is fading
  • WAT id prompts
  • Wat is Generalization
  • Wat is prompt Hierarchy
82
Q

Staff and Parent Skills

A
  • Staff need to be able to use Following Prompting procedures
  • Physical
  • Imitative/echoic
  • Tact prompts
  • Direct/indirect verbal
  • Gestural/positional eye
  • Intraverbal
83
Q

Staff and Parent Skills

Staff and parent need to be able to Define and Exemplify

A
  • Mand
  • Tact
  • Intraverbal
  • Imitation
  • Echoic
  • Matching to sample
  • Listener skills
  • Intraverbal
84
Q

Basic Components of an ABA/Verbal BX prog

A
  • Teaching procedures based on standard ABA methodology systematic use of RX, prompting, fading, shaping, generalization, chaining
  • Has a mix of DTT and NET
  • Targets progressive curriculum & systematic use of basic teaching procedures, data collection
85
Q

Basic Component of an ABA/Verbal BX program

A
  • Mands requests are imp part of early language development
  • pairinf
  • session should be mixture
  • paly equals Learning use play to actively build skills
  • Begin table top work with skills tht child can already do then begin increase in demand
86
Q

Basic Components of an ABA/VERBAL BX Program

A
  • Words are taught all Functional categories of lang
  • Staff member Captures & Contrives situation to create Mo conditions
  • Errorless promoting procedures are generally used
  • Encourages freq Responding wen appropriate
  • Fast paced instruction keeps child on task
  • Skills are Generalized immediately
  • Retention Probes are conducted to make sure skills are acquired are maintained
87
Q

Basic Components of an ABA/Verbal BX program

A
  • Tasks are Mixed and varied so child thinking on his toes
  • Transfer procedures are used to make learning easier
  • Natural language is used staff member should not use Robotic language
  • Neg RX should not be used
  • Prog should be consistently Supervised by trained professionals
  • Goals/skills are established from a functional language Curriculum
88
Q

Which of the following is true?

a) It’s imp that parents collect the same type of data as staff members
b) It’s not imp to know how to interact with children as long as you implement procedures correctly
c) Most of child mgmt is common sense
d) Staff members only need to know the verbal operants when teaching children

A

c) Most of child mgmt is common sense

89
Q

Which of the following are true of stimulus control?

a) Stimulus control means that a particular stimulus evokes a particular response
b) Stimulus control is a main objective of the VB approach
c) When you have stimulus control a child can discriminate btw different items
d) All of the ans choices are correct

A

d) All of the ans choices are correct

90
Q

What are the major components of parent & staff training for language programming?

a) Knowledge of basic BX modification procedures & the verbal operants
b) Knowledge of discrete trial & natural env teaching procedures
c) Knowledge or prompting & differential RX procedures
d) Knowledge of prompting, fading & shaping procedures

A

a) Knowledge of basic BX modification procedures & the verbal operants

91
Q

The main aspect of a VB approach that separates it from other approaches is the language aspects of the program are based on _____ analysis of language

a) Skinner’s
b) Piaget’s
c) Brown’s
d) Chomsky’s

A

a) Skinner’s

92
Q

What are the Other Similarities?

A

-MTS, RD & RFFC all involve Conditional Discriminations

93
Q

Conditional Discriminations

Catania

A

“A discrimination in which RX of responding during a stimulus Depends on (is conditional on) other stimuli”

94
Q

Conditional discrimination

Micheal

A

“When the nature or extent of operant control by a stimulus condition depends on some other Stimulus Condition”

95
Q

Learner Problems

A
  • Errors with MTS, RD & RFFC
  • Establishing Verbal stimulus control
  • Defective Scanning
  • Weal Conditional discriminations, esp btw auditory & visual stimuli
  • Difficulty with Large Arrays & the natural env
  • Difficulty with Similar stimuli in the array
  • Difficulty with large Array & similar stimuli
96
Q

Common MTS Curriculum

A
  • Matching Identical objects to identical objects
  • Matching identical Pics to identical pics
  • Matching Non-identical objects & pics
  • Matching Objects to pics
  • Matching pics to objects
  • Associating matching
  • Sorting puzzles, block Designs etc
97
Q

The “meaning” of response comes from:

a) The response
b) The antecedent
c) The consequence
d) The correct ans

A

b) The antecedent

98
Q

How are intraverbals similar to RFFC?

a) The antecedent stimulus is the same
b) The response is the same
c) They both involve conditional discriminations
d) Only choices 1 and 3 are correct
e) Choices 1, 2 and 3 are correct

A

d) Only choices 1 and 3 are correct

99
Q

Intraverbal tasks almost always involve:

a) Verbal conditional discriminations
b) Nonverbal conditional discriminations
c) Stimulus & response chaining
d) Verbal responses controlled by MOs

A

a) Verbal conditional discriminations

100
Q

Possible Solution: A New MTS Assessment & Curriculum

*Identical Pictures

A
  • Identical pics -neat array 2-3
  • Identical pics - messy Array of 4
  • Identical pics - messy array of 6
  • Identical pics - messy array of 8
101
Q

Samples of Data that Support these Distinctions

A
  • Different Backgrounds
  • Array size & order
  • Objects
  • Pictures
  • Similar stimuli
  • Similar stimuli & Large messy array
102
Q

How to use MTS to teach RD and RFFC (Previous CAL-ABA Presentations)

A
  • Use MTS to teach more effective Scanning & discrimination Skills,
  • Use MTS more Advanced conditional discrimination skills
  • Use the Nonverbal Sd in MTS as a Prompt to transfer stimulus control to a verbal stimulus
  • The blank Card procedure
  • Pairing Speech with the Nonverbal stimulus
  • Use MTS as a Correction procedure
  • Don’t move too quickly to Advanced MTS
  • Don’t move too Quickly to RD & RFFC
103
Q

Which of the following statements is true regarding MTA?

a) A messy array should be incorporated into MTS trials to facilitate correct responding in the natural env
b) A messy array should be incorporated into MTS trials to confuse the learner
c) A messy array should not be incorporated into MTS trials cuz it may hinder learning
d) Presenting a neat array is the only way a learner will successfully learn the task

A

a) A messy array should be incorporated into MTS trials to facilitate correct responding in the natural env

104
Q

MTS is useful for:

a) Teaching conditional discriminations
b) Teaching discrimination skills
c) Teaching effective scanning skills
d) All of the ans choices are correct

A

d) All of the ans choices are correct

105
Q

Teaching Intraverbal BX to children with Autism

A
  • Assess the child’s overall verbal repertoires (e.g. VB-MAPP)
  • Conduct the Intraverbal subtest if the child’s overall VB-MAPP scores are at least entering Level 2
106
Q

Procedures for Teaching Intraverbal BX: An Early Learner

A
  • The simplest types of intraverbal Bx are the same as those tht occur early for many typical children
  • Providing the sounds tht animals make & filling in the missing words from songs & fun phrases (use motivation Eos) These are often easy to teach & have the effect of Beginning to Teach a child to make a Non-Echoic response to a verbal stimulus
107
Q

Procedures for Teaching Intraverbal BX: An Early Learner

Contd…

A
  • There are several ways to teach early intraverbal Bx, but most involve the same basic teaching Procedures used for teaching other forms of VB (Prompting, fading, chaining etc)
  • For those Early intraverbal responses, echoic prompting & fading procedures may work best
  • Do lots of these types of IVs (100s); don’t rush to more difficult IVs
108
Q

Procedures for Teaching Intraverbal BX An Early Learner

*In-context intraverbal fill-ins

A
  • Nonverbal stimuli in the physical env can also be helpful in establishing intravserbl control
  • Often it is the case that a parent will accompany an activity with relevant VB such as Wash ur hands
  • These Verbal stimuli are often consistently correlated with the sink & water & may provide an opportunity for implementing following intraverbal training procedure
  • In context of the Sink, water & a bar of soap, the trainer should say Wash ur …. after a brief delay say hands
109
Q

Procedures for Teaching Intraverbal BX an Early Learner

A
  • Prompt child to emit Choice response Hand & represent the Verbal stimulus Wash ur..& Increase delay slightly
  • RX the verbal response hands if child emits it without the Echoic prompt
  • If echoic prompt & Fading procedure doesn’t result in child filling blank, use tact prompting procedure where trainer Points to child’s hand after the verbal stimulus Wash ur
  • If this evokes tact hands begin to fade pointing prompt. if still fails evoke response combine the echoic & tact prompting procedures
  • The Goal is to bring response Hands under multiple control of the context of sink etc & verbal stimulus wash ur….
110
Q

Procedures for Teaching Intraverbal Behavior:

An Early Learner

A
  • Intraverbal control can be further developed in 2 ways
  • 1 way is to conduct Cold probes on target intraverbal relation
  • In the Absence of the sink present the verbal stimulus you wash ur…
  • If It evokes response Hands RX Bx & record it as Pure intraverbal relation
  • Early Rote responding must be avoided & it’s certainly possible tht sink may acquire strong control over the response hands
  • In order to Prevent this, a 2nd verbal stimulus be introduced ASAP
111
Q

Procedures for Teaching Intraverbal Behavior:

An Early Learner

A
  • In the same Context the Sink, the Trainer says Turn on the & using the same prompting & fading procedure previously described, tries to evoke the response water from child
  • 1ce this response is acquired 2 different verbal stimuli Wash ur….& Turn on the… can be interspersed with each other along with distractor trials consisting tacts relevant to context & Mands wen appropriate
  • 3rd verbal stimuli can be added such as u dry with a or turn off the…
  • The goal of this training get many diff intraverbal/tact responses as possible so nonverbal stimuli don’t dominate as source of control
112
Q

Procedures for Teaching Intraverbal BX An early Learner

A
  • Expanding, strengthening & measuring early intraverbal repertoire
  • Animal sounds, song fill-ins, fun activities & in-context fill-ins intraverbal training procedures can be expanded in variety of ways
  • New songs different missing words, new contexts etc
  • Reverse order of original IV
  • Generalization to diff ppl, contexts, tones, melodies etc
  • Interperse relevant Nonverbal activities as well as mands , tacts & LDs
  • First-trial Probe data on the target intraverbal relations should be conducted on a regular basis
113
Q

Which of the following statements are true regarding the intraverbal subtest?

a) It assesses the child’s overall ability to learn
b) Its results suggest how to teach the child
c) You shouldn’t conduct the subtest with a child that is level 1
d) All of the statements are true

A

c) You shouldn’t conduct the subtest with a child that is level 1

114
Q

The purpose of using song fill-ins teaching intraverbals is:

a) To teach language that is under the control of word form
b) To teach language that is not under the control of echoic & objects
c) To make learning fun
d) All of the ans choices are correct

A

b) To teach language that is not under the control of echoic & objects

115
Q

Scrolling occurs when:

a) The child has a large verbal repertoire
b) There are too Many ans choices
c) There is more than one correct ans
d) There is no stimulus control

A

d) There is no stimulus control

116
Q

Procedures for Teaching Intraverbal BX:

An Early Learner

A
  • General Suggestions
  • Vary the Order of trial
  • Use Mixed VB training format
  • Differentially RX highest quality
  • RX novelty
  • Use Errorless correction procedures
  • Prog for generalization
  • Make activities as Functional as possible for child (NET)
  • Make it Fun

j5020B (8 decks)

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