A Behavioral Approach to Language Assessment and Intervention for Children With Autism Mark L. Sundberg, Ph.D., BCBA [email protected]

A Behavioral Approach to Language Assessment and Intervention for

Children With Autism

Mark L. Sundberg, Ph.D., BCBA

[email protected]

Language

• The primary focus of an intervention program for children with autism should be on the development of effective language and social skills

What is Language?

• How do we talk about it?• How do we measure it?• What are its parts?• How do we assess it?• How do we teach it?• What theory of language should we use for

children with autism?

Theories of Language• Linguistic theory can be classified into three separate, but often

overlapping views: biological, cognitive, and environmental • Proponents of the biological view (e.g., Chomsky, 1965; Pinker,

1994) argue that language is innate to humans and primarily a result of physiological processes and functions, and language has little to do with environmental variables, such as reinforcement and stimulus control

• Brain------->Words• No significant applications of Chomsky or Pinker to autism

Theories of Language• Cognitive psychologists argue that language is controlled by

internal cognitive processing systems that accept, classify, code, decode, and store verbal information (e.g., Brown, 1973; Piaget, 1926; Slobin, 1973), and language has little to do with environmental variables, such as reinforcement and stimulus control

• Language is viewed as expressive and receptive, and the two are referred to as communicative behavior that is controlled by cognitive processors

• Cognition------>Words • Cognitive theory, and the resulting expressive-receptive framework

dominates the current language intervention programs for children with autism, including many behavioral programs

How is Language Measured in a Traditional Linguistic Analysis?

• The focus is on response forms, topography, and structure• Phonemes• Morphemes• Lexicon• Syntax• Grammar• Semantics

• Mean length of utterances (MLU); words, phrases, sentences • Classification system: nouns, verbs, prepositions, adjectives,

adverbs, etc.

An Environmental Analysis of Language: Skinner’s Book Verbal Behavior

• Language is learned behavior under the functional control of environmental contingencies

• “What happens when a man speaks or responds to speech is clearly a question about human behavior and hence a question to be answered with the concepts and techniques of psychology as an experimental science of behavior” (Skinner, 1957, p. 5)

• The analysis of verbal behavior involves the same behavioral principles and concepts that make up the analysis of nonverbal behavior. No new principles of behavior are required

• Chapter 1 of Verbal Behavior is titled “A Functional Analysis of Verbal Behavior”

A Functional Analysis of Verbal Behavior:The Basic Principles of Operant Behavior

Stimulus Control (SD) Response Reinforcement

Motivating Operation (MO/EO) Punishment

Extinction

Conditioned reinforcement Conditioned punishment

Intermittent reinforcement

How is Language Measured in a Behavioral Analysis?

The verbal operant is the unit of analysis (e.g., mands, tacts, & intraverbals)

MO/SD Response Consequence

Form and function is measured

A Behavioral Approachto Language

• What does behavioral psychology have to offer to parents and professionals who work with children with autism?

• Basic teaching procedures and methodology derived from Applied Behavior Analysis

• These procedures and methods have a solid research foundation that can be easily found in over 1500 empirical studies that have been conducted over the past 60 years

Behavioral Procedures

• Reinforcement• Prompting• Fading• Modeling • Shaping• Chaining• Pairing• Differential reinforcement procedures (e.g., DRO, DRI, DRL)• Intermittent reinforcement procedures (e.g., FR, VR, FI, VI)

Behavioral Procedures

• Extinction procedures (e.g., planned ignoring) • Punishment procedures (e.g., reprimands, time out)• Generalization and maintenance• Discrimination training• Errorless learning• Transfer of stimulus control• Task analysis• Fluency procedures• Contingency contracting• Token economies

Additional Behavioral Procedures and Methods

• Individualized assessment and intervention program• Frequent opportunities to respond• Use of discrete trial teaching procedures• Incidental & natural environment teaching procedures• Data collection• Interspersal techniques• Behavioral momentum techniques• Peer and social interaction training• Parent and staff training in behavior analysis• Functional analyses of problem behavior (Iwata, et al. 1982)


• What else does behavioral psychology have to offer?• In addition to the use of specific procedures (e.g., prompting,

fading, and differential reinforcement), a second and critical contribution of behavioral psychology involves the “analysis” of the effects of those procedures on behavior

• It is not enough to simply immediately deliver an edible to a child after a particular behavior, but an analysis of the effects of that edible on behavior is essential to determining if the edible is indeed a form of reinforcement

• The same can be said for all of the behavioral procedures


• What else can a behavioral approach offer?• Skinner’s analysis of language found in the book Verbal

Behavior (Skinner, 1957)• Language is learned behavior under the functional

control of environmental variables (Skinner, 1957), just like a tantrum

Skinner’s Analysis of Verbal Behavior

• The traditional linguistic classification of words, phrases and sentences, as expressive and receptive language blends important functional distinctions among types of operant behavior, and appeals to cognitive explanations for the causes of language behavior (Skinner, 1957, Chapter 1)

• At the core of Skinner’s analysis of language is the distinction between the mand, tact, and intraverbal (traditionally all classified as “expressive language”)

• Skinner identified three separate sources of antecedent control for these verbal operants

• EO/MO control------->Mand• Nonverbal SD--------->Tact• Verbal SD-------------->Intraverbal• There is an established body of empirical support for this distinction (for a review

of the research, see Sautter & LeBlanc, 2006)

The Behavioral Classificationof Language

Mand: Asking for reinforcers. Asking for “Mommy” because you want mommy

Tact: Naming or identifying objects, actions, events, etc. Saying “Mommy” because you see Mommy

Intraverbal: Answering questions or having conversations where your words are controlled by other words. Saying “Mommy” because someone else says “Daddy and...”


Echoic: Repeating what is heard. Saying “Mommy” after someone else says “Mommy”

Imitation: Copying someone’s motor movements (as they relate to sign language). Placing a “5” hand on the chin after someone else places their “5” hand on their chin

Copying-a-text: Writing “Mommy” because someone else writes “Mommy”

Textual: Reading words. Saying “Mommy” because you see the written word “Mommy”

Transcription: Writing and spelling words spoken to you. Writing “Mommy” because you hear “Mommy” spoken

Listener: Following instructions or complying with the mands of others. Touching a picture of mommy when asked “Touch mommy”


• Skinner (1957) calls this collection of language skills “The Elementary Verbal Operants”

• The elementary verbal operants are separate repertoires and functionally independent at the time of acquisition, and each must be taught

• Speaker and listener skills are separate repertoires and each must be taught

• More complex language, such as conversations and language related to social skills, is comprised of these basic elements

The Application of Skinner’s Analysis of Verbal Behavior

Language Assessment• Determine the operant levels of verbal (and related) skills• Identify language acquisition/learning barriers• Obtain developmental comparison data• Where to begin intervention (placement)• Establish IEP goals• Curriculum design• Teaching strategies (e.g., augmentative communication, DTT-NET)• Track progress, make changes


• Language Assessment• Traditional assessments• Based on the expressive-receptive distinction (e.g., Peabody

Picture Vocabulary Test, Expressive One-word Vocabulary Test).

• Standardized vs. criterion referenced assessments• Verbal behavior assessment• Based on the elementary verbal operants• Based on a functional analysis of verbal behavior and other

related behaviors


• Verbal Behavior Milestones Assessment and Placement Program: The VB-MAPP (Sundberg, 2007)

• The VB-MAPP contains 150 verbal behavior milestones across 3 developmental levels and 14 different verbal operants and related skills

• In addition, the program includes an assessment for language acquisition barriers

• A detailed task analysis of each verbal operant and related skill • A curriculum placement system• An IEP guide, and progress scoring system for each verbal

operant and related skill


• Language Intervention• The focus is on the verbal operants and related skills, rather than

on the expressive-receptive distinction• The verbal operants provide a behavioral framework for daily

language training, IEP development, skill tracking, etc. • Mand training• Role of motivating operations (MO/EO) in verbal behavior• Intraverbal training• Role of verbal conditional discriminations in verbal behavior• Multiple control and joint control• Automatic reinforcement


• A descriptive functional analysis of verbal behavior• A behavioral analysis of words, phrases, and sentences emitted by

children with autism• Same basic principles of behavior as nonverbal behavior• What is the source of control?• Might not be the same source of control observed in a typically

developing child (e.g., I have a red shirt on)• Each verbal operant can be susceptible to unwanted sources of

control• Defective mands (I want candy. What’s that?)


• A descriptive functional analysis of verbal behavior• Defective tacts (Bounce ball, Black car, Under table)• Defective intraverbal responses (Poopies evoked by What do you

smell in the oven?)• The task for the behavior analyst is to determine what the correct

source of control should be, and how that source can be established

• The functional analysis of verbal behavior is on-going • The failure to conduct such an analysis may not only result in rote

or defective verbal repertoires, but unchecked, these repertoires may become difficult to change

Verbal Behavior Teaching Strategies

• Early mand training • Frequent opportunities to mand• Use of the MO to teach the other operants • Contriving and capturing MOs• Use of multiple control procedures


• Establishing verbal stimulus control and verbal conditional discriminations

• Listener responding by function, feature, and class(LRFFC)• Typical language development as a curriculum guide • Stimulus-stimulus pairing procedures• Automatic reinforcement


• Interspersal techniques (mixing the verbal operants in training “Mixed VB”)

• VB modules • Behavioral momentum procedures• Errorless learning procedures• Using transfer of stimulus control procedures to teach new

operants


• Minimal use of punishment• First trial data and probe data• Variation in intonation, pitch, prosody, pacing, etc.• Augmentative communication• Discrete trial as well as natural environment training• The child’s daily schedule and IEPs are driven by the

elementary verbal operants

Conclusions

• A behavioral approach to language intervention for children with autism consists of six components

• 1) the use of the basic teaching procedures and methodology derived from applied behavior analysis

• 2) the use of a conceptual analysis of language based on Skinner’s functional analysis of verbal behavior

• 3) the use of the verbal operants as a basis for language assessment

Conclusions

• 4) the use of the verbal operants as a basis for language intervention

• 5) the use of a functional analysis of verbal behavior to analyze all aspects of verbal development, including language barriers

• 6) the use of a variety of teaching strategies that are suggested in part by a verbal behavior analysis of language

Conclusions• Behavior analysis in general, has provided a powerful conceptual

and methodological treatment strategy for children with autism• Skinner’s behavioral analysis of language can only improve the

gains already accomplished• In 1978 B. F. Skinner wrote …• “Verbal Behavior…will, I believe, prove to be my most

important work” (p. 122) • Perhaps this is because language is the most important aspect of

human behavior• Language is the most important aspect of the treatment of

children with autism

Thank You!

For an electronic version of this presentation email:

[email protected]

Documents

A Behavioral Approach to Language Assessment and Intervention for Children With Autism Mark L. Sundberg, Ph.D., BCBA [email protected]