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Using Applied Behavior Using Applied Behavior Analysis in the Analysis in the Schools Schools By By Tracy Vail,MS,CCC/SLP Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Speech/Language Pathologist Let’s Talk Speech and Language Service, Inc Let’s Talk Speech and Language Service, Inc Letstalksls.com Letstalksls.com

Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

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Page 1: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Using Applied Behavior Using Applied Behavior Analysis in the SchoolsAnalysis in the Schools

By By

Tracy Vail,MS,CCC/SLPTracy Vail,MS,CCC/SLP

Speech/Language PathologistSpeech/Language Pathologist

Let’s Talk Speech and Language Service, IncLet’s Talk Speech and Language Service, Inc

Letstalksls.comLetstalksls.com

Page 2: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

What is Applied Behavior What is Applied Behavior Analysis?Analysis?

• The Science of learningThe Science of learning

• Tells us why people do what they doTells us why people do what they do

• Looks at the contingencies of Looks at the contingencies of behavior (What happens before and behavior (What happens before and after) to analyze the functionafter) to analyze the function

• Helps us determine how the Helps us determine how the environment can be modified to environment can be modified to improve learningimprove learning

Page 3: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

What is Behavior?What is Behavior?

• Anything that can be seen, felt and Anything that can be seen, felt and counted by either an individual or counted by either an individual or others in their environment.others in their environment.

• Which of these are behaviors?Which of these are behaviors?

• Saying cookie, thinking about a cookie, Saying cookie, thinking about a cookie, touching a cookie, dreaming about a touching a cookie, dreaming about a cookie, baking a cookie, looking at a cookie, baking a cookie, looking at a cookie, reaching toward a cookiecookie, reaching toward a cookie

Page 4: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

What is a Discrete Trial?What is a Discrete Trial?

• Antecedent/StimulusAntecedent/Stimulus

• Response/BehaviorResponse/Behavior

• Consequence (neutral, Consequence (neutral, reinforcement, punishment)reinforcement, punishment)

How we manipulate these How we manipulate these contingencies determines whether a contingencies determines whether a behavior will increase or decrease.behavior will increase or decrease.

Page 5: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

ContingenciesContingencies

(Function Alt.)(Function Alt.) EvocativeEvocative Function AlteringFunction Altering

ReinforcementReinforcement

Soc. Med +Soc. Med +

Soc. Med –Soc. Med –

Auto +Auto +

RR Auto –Auto –

(s-delta)(s-delta) ExtinctionExtinction

CSSCSS MO SDMO SDPunishmentPunishment

Positive PunishmentPositive Punishment

Negative PunishmentNegative Punishment

Antecedent/Stimulus Response Consequence

Page 6: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

ReinforcementReinforcement

• Increases the likelihood that a behavior will occur again Increases the likelihood that a behavior will occur again in the future.in the future.

• 4 categories or “buckets” of behaviors based on the 4 categories or “buckets” of behaviors based on the reinforcement historyreinforcement history

• What serves as a reinforcer is highly variable. What serves as a reinforcer is highly variable.

• Must be contingent on the behavior you want to increaseMust be contingent on the behavior you want to increase

• Is not a “thing” but an effect on the behavior.Is not a “thing” but an effect on the behavior.

• If a behavior is increasing, something is reinforcing it.If a behavior is increasing, something is reinforcing it.

• If a child bites in circle time and is put in time out then If a child bites in circle time and is put in time out then comes back and bites again, what served as a comes back and bites again, what served as a reinforcer?reinforcer?

Page 7: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

How do you create new How do you create new Reinforcers?Reinforcers?

• ““Pair” or associate the new Pair” or associate the new thing/person with something the thing/person with something the child already finds reinforcing.child already finds reinforcing.

• The new thing/person becomes a The new thing/person becomes a “conditioned” reinforcer.“conditioned” reinforcer.

• Learn the child and be the provider Learn the child and be the provider of “all good things”of “all good things”

Page 8: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Pair Sounds/Talking with Pair Sounds/Talking with Fun!Fun!

Page 9: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

BE the Reinforcer!BE the Reinforcer!

Page 10: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Motivation OperationMotivation Operation

1. Temporarily Increases the value of a reinforcer.2. Temporarily Increases the behaviors that have

been consequated by that reinforcer in the past.

Ex:If in the past, when I wanted to have some juice, I said “juice”, I’m more likely to say juice again when I want it.

Without motivation, you have no reinforcer. Without a reinforcer, you cannot increase behaviors. If you aren’t increasing behaviors, you aren’t teaching! :0)

Page 11: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Socially Mediated Positive Socially Mediated Positive ReinforcementReinforcement

• Behaviors that have a history of being Behaviors that have a history of being reinforced by getting things/attention reinforced by getting things/attention from people.from people.

• Increase by capturing motivation, Increase by capturing motivation, teaching appropriate behavior and teaching appropriate behavior and reinforcing.reinforcing.

• Decrease by determining reinforcement Decrease by determining reinforcement history, not allowing it to “work” history, not allowing it to “work” anymore and teaching a replacement anymore and teaching a replacement behavior to get the same need met.behavior to get the same need met.

Page 12: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Socially Mediated Negative Socially Mediated Negative ReinforcementReinforcement

• Behaviors that have been reinforced Behaviors that have been reinforced by escape or delay of demands by escape or delay of demands involving people.involving people.

• To increase, determine motivation and To increase, determine motivation and teach appropriate communication to teach appropriate communication to get need met.get need met.

• To decrease, determine reinforcement To decrease, determine reinforcement history, don’t let it work anymore and history, don’t let it work anymore and teach a replacement.teach a replacement.

Page 13: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Automatic Positive Automatic Positive ReinforcementReinforcement

• Behaviors that are reinforced because Behaviors that are reinforced because they feel good.they feel good.

• Often known as “stims”Often known as “stims”

• Are self-reinforcing. The more they do Are self-reinforcing. The more they do it, the more they will do it in the future.it, the more they will do it in the future.

• Teach appropriate ways (or places) to Teach appropriate ways (or places) to get the sensory need met, limit time get the sensory need met, limit time spent, and pair with people.spent, and pair with people.

Page 14: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Automatic Negative Automatic Negative ReinforcementReinforcement

• Behaviors I do because they remove a Behaviors I do because they remove a “bad” or uncomfortable feeling.“bad” or uncomfortable feeling.

• Figure out what part of the Figure out what part of the environment is affecting the child then environment is affecting the child then either desensitize or compensate.either desensitize or compensate.

• Desensitization: gradual exposure Desensitization: gradual exposure with heavy reinforcement for with heavy reinforcement for increased tolerance.increased tolerance.

Page 15: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Self-Stimulatory BehaviorSelf-Stimulatory Behavior

Page 16: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

So What is Teaching?So What is Teaching?

• Increasing adaptive or new behaviors Increasing adaptive or new behaviors that will allow the child to be more that will allow the child to be more successful in the world and successful in the world and decreasing behaviors that are decreasing behaviors that are maladaptive or that will cause the maladaptive or that will cause the child to have difficulty in the world.child to have difficulty in the world.

Page 17: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

DODO Don’tDon’t

• follow negative behavior with reinforcement

• Remove a child from a reinforcing activity to begin teaching

• Give directions to do things you can’t prompt

• Give directions without getting compliance

• Kill reinforcers by placing too many demands

• Teach errorlessly

• Fade in demands

• Teach to Fluency

• Prompt Quickly

• Fade prompts

• Make sure all questions have answers

• Find numerous reinforcers

• Correct errors

• Have fun!

Page 18: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Build Motivation (MO)Build Motivation (MO)• Establish Reinforcers- everyone wants something!Establish Reinforcers- everyone wants something!• Start with non-verbal connection then add verbalStart with non-verbal connection then add verbal• How does the child respond to the environment?How does the child respond to the environment?• Be playful- play as children playBe playful- play as children play• Build anticipationBuild anticipation• Do the unexpectedDo the unexpected• Create routinesCreate routines• Gradually change the routinesGradually change the routines• Stay connected to find reinforcersStay connected to find reinforcers• Be animatedBe animated• Pair yourself and talking with reinforcementPair yourself and talking with reinforcement

Page 19: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Transfer Transfer Procedures/PromptingProcedures/Prompting

• Teach a new behavior by starting with a Teach a new behavior by starting with a behavior that you know the child can behavior that you know the child can already do.already do.

• The child is more likely to repeat the The child is more likely to repeat the same behavior under a different same behavior under a different conditioncondition

• Once the behavior is taught under the Once the behavior is taught under the new condition, gradually fade the promptnew condition, gradually fade the prompt

• New learning is build on old learningNew learning is build on old learning

• The learning remains “errorless”The learning remains “errorless”

Page 20: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Teaching Procedure for Teaching Procedure for TransfersTransfers

• Transfer trial- Use the mastered skill Transfer trial- Use the mastered skill to evoke the desired behavior then to evoke the desired behavior then present the new SD to get the same present the new SD to get the same behavior.behavior.

• Disractor trial(s)- Present a mastered Disractor trial(s)- Present a mastered task or twotask or two

• Independent trial- Re-present the Independent trial- Re-present the new SD to evoke the behavior and new SD to evoke the behavior and reinforce correct response heavily reinforce correct response heavily

Page 21: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Correction ProcedureCorrection Procedure• Use whenever the child responds Use whenever the child responds

incorrectlyincorrectly• Give the SD + the responseGive the SD + the response• Wait for the echoicWait for the echoic• Repeat the SDRepeat the SD• Wait for the responseWait for the response• Run a distractor trial (something the Run a distractor trial (something the

child can do easily)child can do easily)• Repeat the SDRepeat the SD

Page 22: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

What to Teach Early What to Teach Early Learners??Learners??

• People are fun (even kids!)People are fun (even kids!)

• Words are valuableWords are valuable

• I can learnI can learn

• Playing is fun and teaches me lots of Playing is fun and teaches me lots of things about the world.things about the world.

Page 23: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Verbal Behavior- Verbal Verbal Behavior- Verbal Operants (Skinner)Operants (Skinner)

Antecedent/Stimulus BehaviorConsequence

MandMand Motivation Says “car” Motivation Says “car” gets cargets car

Echoic “Say car” Echoic “Say car” Says “car” Says “car” social/secondarysocial/secondary

TactTact Car present Car present Says “car” Says “car” social/secondarysocial/secondary

IntraverbalIntraverbal “We ride in the ..”Says “car” “We ride in the ..”Says “car” social/sec.social/sec.

Page 24: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Verbal OperantsVerbal Operants

• MandsMands- “I talk, I get”- “I talk, I get”• TactsTacts- I can label things in the - I can label things in the

environment under a variety of conditionsenvironment under a variety of conditions• ReceptivesReceptives- I can follow directions, do - I can follow directions, do

what others tell me to dowhat others tell me to do• Imitation/EchoicsImitation/Echoics- I can do/say what others - I can do/say what others

do/saydo/say• IntraverbalIntraverbal- What I say is dependent upon - What I say is dependent upon

what others say but is not the samewhat others say but is not the same

What purpose does the communication serve to the speaker and listener?

Page 25: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Pairing Sounds with Fun!Pairing Sounds with Fun!

Page 26: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Imitate All Sounds ProducedImitate All Sounds Produced

Page 27: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Reinforce all vocal attemptsReinforce all vocal attempts

Page 28: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Pairing with favorite Pairing with favorite activitiesactivities

Page 29: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

MandingManding

• The basis of all other verbal behaviorThe basis of all other verbal behavior• Teach by transferring from echoics or “fill-Teach by transferring from echoics or “fill-

ins”ins”• Giving up the things we wantGiving up the things we want• With and without items presentWith and without items present• With and without someone asking “What do With and without someone asking “What do

you want?you want?• Teach a variety of sentence formsTeach a variety of sentence forms• Manding from peersManding from peers• Expand sentence length and teach concepts Expand sentence length and teach concepts

through mandsthrough mands• Teach manding for informationTeach manding for information• Manding for attentionManding for attention

Page 30: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Choosing Response FormsChoosing Response Forms

• If child is non-vocal, must use an If child is non-vocal, must use an alternative/augmentative systemalternative/augmentative system

• Augmentative communication encourages Augmentative communication encourages rather than discourages vocal productionsrather than discourages vocal productions

• Experiment to determine how the child Experiment to determine how the child responds to various formsresponds to various forms

• Picture/object exchangePicture/object exchange• SignsSigns• Communication BoardsCommunication Boards• VocalVocal• Voice output devicesVoice output devices

Page 31: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Manding with PECSManding with PECS

Page 32: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Manding with SignsManding with Signs

Page 33: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Be sure not to fade signs too Be sure not to fade signs too quicklyquickly

Page 34: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Watch for Sign/Vocal Watch for Sign/Vocal InconsistenciesInconsistencies

Page 35: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Shaping Vocals through Shaping Vocals through MandsMands

Page 36: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Gradually Build SyllablesGradually Build Syllables

Page 37: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Mands for Info, Spontaneous Mands for Info, Spontaneous TactsTacts

Page 38: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

NET Manding/Mands for InfoNET Manding/Mands for Info

Page 39: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Begin Teaching in “scripted” Begin Teaching in “scripted” playplay

Page 40: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Generalize in less structured Generalize in less structured formatformat

Page 41: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Teaching Concepts through Teaching Concepts through MandsMands

Page 42: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

ImitationImitation

• Teach through physical prompting or Teach through physical prompting or anticipating actionsanticipating actions

• Important for independent learning Important for independent learning and play and play

• Teach child to do multiple actions in Teach child to do multiple actions in response to “Do this”response to “Do this”

• Gradually increase difficulty and Gradually increase difficulty and complexitycomplexity

Page 43: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Mix NVI’s with other Mix NVI’s with other OperantsOperants

Page 44: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Echoics- Vocal ImitationEchoics- Vocal Imitation

• Teach by transferring from mand, Teach by transferring from mand, motor imitation, songs, “sound play” motor imitation, songs, “sound play” and pairing with reinforcementand pairing with reinforcement

• Use visual and/or physical prompting Use visual and/or physical prompting as necessaryas necessary

• Gradually increase length and Gradually increase length and complexitycomplexity

• Shape through the mandShape through the mand

Page 45: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Teaching Isolated SoundsTeaching Isolated Sounds

Page 46: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

ReceptiveReceptive

• Teach by transferring from imitation or Teach by transferring from imitation or with physical promptswith physical prompts

• Teach the child to respond to a variety Teach the child to respond to a variety of SDs (touch, find, show, where’s the of SDs (touch, find, show, where’s the etc.)etc.)

• Start with items the child can mand for Start with items the child can mand for as well as simple instructions (i.e. as well as simple instructions (i.e. come, sit, clap)come, sit, clap)

• Gradually increase complexity. Closely Gradually increase complexity. Closely monitor conditional discriminationsmonitor conditional discriminations

Page 47: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Add receptives to reinforcing Add receptives to reinforcing activitiesactivities

Page 48: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Receptive ObjectsReceptive Objects

Page 49: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

TactsTacts

• Teach by transferring from receptive Teach by transferring from receptive (if child tacts), mand, fill-in, (if child tacts), mand, fill-in, intraverbal or echoic.intraverbal or echoic.

• Labeling objects, actions, parts, Labeling objects, actions, parts, features, classes, functionsfeatures, classes, functions

• Be sure to vary SD’s Be sure to vary SD’s

• Verbal modules- teach the child to Verbal modules- teach the child to discriminate between question formsdiscriminate between question forms

• Build up sentences and break them Build up sentences and break them downdown

Page 50: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Fill-in to Tact TransfersFill-in to Tact Transfers

Page 51: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

IntraverbalIntraverbal

• Talking about things not presentTalking about things not present

• Transfer from fill-in, tact, or echoicTransfer from fill-in, tact, or echoic

• Create “intraverbal links”Create “intraverbal links”

• Begin with songs, rhymes, stories Begin with songs, rhymes, stories and daily activitiesand daily activities

• Gradually increase complexityGradually increase complexity

• Teach reversal fill-ins earlyTeach reversal fill-ins early

• Mands for information + intraverbals Mands for information + intraverbals = conversation = conversation

Page 52: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Fill-ins with BooksFill-ins with Books

Page 53: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Fill-ins with SongsFill-ins with Songs

Page 54: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Intensive TeachingIntensive Teaching

• Use to practice skills taught in the Use to practice skills taught in the natural environmentnatural environment

• Make sure instructors have mastered Make sure instructors have mastered transfer and correction procedures to transfer and correction procedures to fluencyfluency

• Mix and vary to make sure the child Mix and vary to make sure the child is responding to the correct SDis responding to the correct SD

Page 55: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Intraverbal FFC’s/Categories in Intraverbal FFC’s/Categories in Intensive TeachingIntensive Teaching

Page 56: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Use Available ReinforcersUse Available Reinforcers

Page 57: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Dealing with Negative Dealing with Negative BehaviorsBehaviors

• New Behavior (talking) won’t be used if the old New Behavior (talking) won’t be used if the old behavior (hitting) still worksbehavior (hitting) still works

• Must determine function of the behavior before Must determine function of the behavior before determining how to responddetermining how to respond

• Look at what happened right before and right Look at what happened right before and right after the behaviorafter the behavior

• Put time between negative behavior and Put time between negative behavior and prompting appropriate communicationprompting appropriate communication

• The child never gets anything for negative The child never gets anything for negative behaviorbehavior

• Don’t live your life trying to avoid negative Don’t live your life trying to avoid negative behaviorsbehaviors

• Get a functional analysis by a behavior analyst if Get a functional analysis by a behavior analyst if problems persistproblems persist

Page 58: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Suggested ReadingsSuggested Readings

• Educate Towards Recovery by Robert Educate Towards Recovery by Robert SchrammSchramm

• The Assessment of Basic Language and The Assessment of Basic Language and Learning Skills (The ABLLS) by Partington Learning Skills (The ABLLS) by Partington and Sundbergand Sundberg

• The VB-MAPP by Mark SundbergThe VB-MAPP by Mark Sundberg

• The Mariposa School Training Manual The Mariposa School Training Manual

• Handouts available at letstalksls.com Handouts available at letstalksls.com (Answers Database)(Answers Database)

Page 59: Using Applied Behavior Analysis in the Schools By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Lets Talk Speech and Language Service, Inc Letstalksls.com

Thanks for who you are for Thanks for who you are for children!children!