Teaching Children With Communication Challenges - The Case For Using Verbal Behavior

Teaching Children with
Communication Challenges
The Case for Using Verbal

Behavior
Presented by
Cindy Peters
Autism One Conference
May, 2008
Who am I?
 Parent of Kenny, diagnosed with severe autism at
27 months of age in 1995
 Founder and former President and Executive

Director of The Mariposa School for Children with
Autism in Cary, NC
Copyright 2008 by Cynthia A. Peters 2

Turf wars:
Educational vs. Biomedical
treatment
 There are many co-morbid conditions associated
with autism
 Each approach has the potential to improve the
chances of success with the other
 Data from educational therapies can help determine
if biomedical treatments are effective
 Biomedical interventions can help the child focus on
education, rather than discomfort
 Let’s look at the WHOLE child, and not worry about
who gets the “credit” for success.

Origins of Verbal Behavior (VB)
Approach
 1957 - B.F. Skinner introduced concept in his book
“Verbal Behavior”
 1970’s - Dr. Jack Michael began teaching VB at Western

Michigan University
 1998 – Dr. Mark Sundberg and Dr. James Partington
 “Teaching Language to Children with Autism or Other
Developmental Disabilities”
 “The Assessment of Basic Language and Learning
Skills- (The ABLLS)” (The “ABLLS-R” was released by
Dr. Partington in 2006)
 Dr. Vincent Carbone, his associates and others created
seminars, workshops and training videos which have
been influential in the gain in popularity of VB programs

Behavioral Definitions
Antecedent -> Behavior -> Consequence
 Antecedent: The event or condition which occurs
directly before a behavior occurs
 Stimulus/Demand (explicit/implicit)
 Motivating condition
 Behavior: An “action” which changes the environment
in some way, either directly or indirectly. For example:
 Directly – A hungry child gets a cookie to eat
 Indirectly – A hungry child asks someone else to get
them a cookie
 Consequence: The event or condition which occurs
directly after the behavior occurs

Skinner’s Analysis of Verbal Behavior
(VB)
 Language can be defined as a set of functionally
independent categories, each of which has a
different communicative purpose.
 Language is a learned behavior, influenced by
certain conditions in the environment.
 Within these categories, there is a distinction
between Speaker and Listener behaviors
 A word is not “learned” until it can be used across all
functional categories
 Verbal behavior isn’t always vocal behavior

Language as a set of Functionally
Independent Categories
 Verbal Behavior (Actions of a Speaker)
 Duplic
 Motor Imitation (Signing)
 Echoic (Repeating what is heard)
 Mand (Requesting)
 Tact (Labeling)
 Intraverbal (Answering questions / Conversation)
 Non-verbal Behavior (Actions of Listener/Responder)
 Receptive (Following instructions of Speaker)
 (Receptive by Feature, Function, Class)

Speaker Behavior - The Duplic
(Echoic and Motor Imitation)
 It’s essential to have one of these in order for all
functional categories of language to be taught
 To use vocal language, the student must be able to

echo sounds produced by another person
 To use sign language, the student must be able to

copy the motor movements of another person
 However, the ability to “imitate” a word doesn’t

necessarily mean that it will automatically transfer
to other forms of verbal behavior

Augmentative Communication for
Non-Vocal Learners
 Providing the learner with a means to express
him/herself reduces the likelihood of problem
behaviors
 If the learner is not yet vocal, an augmentative

communication system should be chosen to allow
expressive communication
 Sign language
 Picture Systems / Pointing
 Voice Box or other device

Which Form of Augmentative
Communication Should You Choose?
 First and foremost, it depends on the learner
 Consider which form will be easiest for the learner to

acquire AND requires the least response effort
 The goal is to be able to easily transition to vocal

behavior – which form is the most likely to facilitate
this?
 Topography based VB (Signing, Talking) requires

distinctive behavior for each response (e.g. signs for
ball and cookie are made differently)
 Selection based VB (Pictures, Voice Box) requires

scanning an array of possibilities and using the same
behavior for each response (e.g. pointing)
Which Form of Augmentative
Communication Should You Choose?
 It should allow verbal behavior across all functional
categories of language in case the Learner does NOT
acquire vocal language
Sign Pictures
Mand Yes Yes
Tact Yes No (Match to Sample)
Intraverbal Yes No (Receptive by FFC)
 It should be readily available (portable) to the Speaker
 It should be possible to make quick responses to avoid

frustration for both Speaker and Listener

How to Increase the Use of
Language
 Language is a learned behavior, influenced by
certain conditions in the environment.
We can increase the likelihood of this behavior
occurring by:
 Setting up motivational conditions to evoke it
AND
 Providing reinforcement after it occurs
Antecedent -> Behavior -> Consequence

Motivation -> Behavior -> Reinforcement

Motivational Conditions (MO)
 Factors/events which temporarily alter the value of
other stimuli/events to act as reinforcers thereby
increasing the likelihood of the behaviors to occur
which have evoked these reinforcers in the past.
 Relates to deprivation/satiation
SITUATION: Child wants cookie which has been
put out of reach
Motivation: Desire to have cookie
Behavior: Child asks LISTENER for cookie
Reinforcement: LISTENER gives child the cookie

What is Reinforcement?
 Something that is valuable at this moment in time to the
recipient
 EITHER Specific to a motivating condition
 Giving something which is desired (positive
reinforcement)
 Removing something that is aversive (negative
reinforcement)
 OR Social (Generalized reinforcement)

 Primary/Tangible – Food, toys, books etc.
 Approval – “Great job!” , “That’s right!”
 Physical – Tickles, hugs, pats on the back, etc.
 Emotional – Smiles, laughter etc.
Speaker Behavior - The Mand
 Controlled by motivation (state of deprivation) or
the desire to remove an aversive condition
 The only form of VB to directly benefit the Speaker
 A request for something the Speaker wants (item,

attention, activity, information etc.)
 Usually the first form of VB to be learned since it is

likely to produce immediate reinforcement
 May take the form of maladaptive behaviors

(aggression, SIB, etc.) instead of more appropriate
forms
Examples of Mands
 A crying baby
(seeking attention)
 A speaker saying “Cookie” when hungry

(requesting when in state of
deprivation)
 A speaker saying “Stop!” when being tickled

(requesting the removal of something)
 “(I want to) swing.”

(requesting a desired activity)
 “Where are my shoes?”

(requesting information)
Speaker Behavior - The Tact
 Controlled by nonverbal environment (stimuli), such as
visual, auditory, sensory etc.
 Labeling something (objects, people, actions, events

etc.), or a property of something, that is present.
(Nouns, pronouns, adjectives, prepositions, adverbs)
 Reinforced through social reinforcement
 Not readily acquired if learner does not respond to

social reinforcement
 The ability to tact something does not automatically

transfer to the ability to mand for the same thing, or
understand it’s “meaning”

Examples of Tacts
Non-verbal Stimulus Response
 Child sees a cat “(It’s a) cat.”
 Child has been running in the heat “(I feel) hot!”
 Child’s mother enters the room “(I see) Mommy.”
 A fire truck drives past “(It’s) red.”
 A movie starts in the theater “(It’s too) loud.”
 Pizza is brought into the house “(I smell) pizza.”
 A child is crying “(She’s) sad.”

Speaker Behavior -The Intraverbal
 Controlled by somebody else’s verbal behavior
 Answering “Wh” questions or responding to something

said by another person about something (objects,
people, actions, events etc.), or a property of something,
that is not present. A conversational exchange.
 “Fill in” responses are also frequently used.
 Conversational repertoire which has no point to point

correspondence with the stimulus

Examples of Intraverbals
Verbal Stimulus Response
 “An animal that says meow is a …” “cat.”
 “How do you feel?” “(I’m) hot!”
 “Who do you love?” “Mommy.”
 “What color is a fire truck?” “(It’s) red.”
 “What’s the matter?” “(It’s too) loud.”
 “Something that smells yummy is a …” “pizza.”
 “Why is she crying?“ “(She’s) sad.”

Listener Behavior – Receptive
Language
 Complying with or responding to the requests

(mands) of others. Identifying an object by
pointing, touching, giving, etc.

Examples of Receptive Language
Verbal Stimulus Response
 “Do this!” (touches nose) Touches nose
 “Go get your coat.” Gets coat
 “Show me the cat.” Points to cat
 “Kick the ball.” Kicks ball
 “Give me the red block.” Gives block to

Speaker

Feature, Function and Class
 Associations or “intraverbal connections” between
words.
 Responses can be receptive, tact, or intraverbal

Examples of Feature, Function and
Class
(Items present)
 Speaker: “Show me something that has chocolate chips.”
Student: (points to cookie) (Receptive by Feature)
 Speaker: “ Which one is a food?”
Student: (points to cookie) “ Cookie.” (Tact by Class)
(No items present)

 Speaker: “Something you can eat is a ______”
Student: “Cookie.” (Intraverbal fill-in by Function)
 Speaker: “What tastes sweet?”
Student: “Cookie.” (Intraverbal by Feature)

VB Curriculums: The ABLLS-R
 “The Assessment of Basic Language and Learning Skills
(The ABLLS™)” (Partington and Sundberg -1998)
 Revised by Dr. Partington in 2006 to ABLLS-R
 An assessment tool, curriculum guide and skill tracking
system
 Task analysis of learning skills divided into 25 categories;
each category consists of multiple goals; within each goal,
1 – 4 steps to mastery
 ABLLS-R Protocol
 Basic Learner Skills (Sections A – P)
 Academic Skills (Sections Q – T)
 Self-Help Skills (Sections U – X)
 Motor Skills (Sections Y – Z)
 Basic Learner Skills
 A. Cooperation and Reinforcer Effectiveness
 B. Visual Performance
 C. Receptive Language
 D. Imitation
 E. Vocal Imitation
 F. Requests (Mands)
 G. Labeling (Tacts)
 H. Intraverbals
 I. Spontaneous Vocalizations

 Basic Learner Skills (continued)
 J. Syntax and Grammar
 K. Play and Leisure
 L. Social Interaction
 M. Group Instruction
 N. Follow Classroom Routines
 P. Generalized Responding

 Academic Skills Assessment
 Q. Reading Skills
 R. Math Skills
 S. Writing Skills
 T. Spelling
 Self Help Skills

 U. Dressing Skills
 V. Eating Skills
 W. Grooming
 X. Toileting Skills
 Motor Skills Assessment
 Y. Gross Motor Skills
 Z. Fine Motor Skills

The ABLLS-R

The ABLLS-R

The ABLLS-R

VB Curriculums: The VB-MAPP
 “The Verbal Behavior Milestones Assessment and Placement
Program: The VB-MAPP” (Sundberg, 2008)
 Currently being field tested – to be released Summer,2008
 An assessment tool, curriculum guide and skill tracking
system
 5 Components
 VB-MAPP Skills Assessment
 VB-MAPP Barriers Assessment
 VB-MAPP Task Analysis and Skills Tracking System
 VB-MAPP Transition Assessment
 VB-MAPP Placement Guide and IEP Goals

 VB-MAPP Skills Assessment - 170 milestones
balanced across the verbal operants and 3
developmental levels (0-18 months, 18-30 months,
and 30-48 months).
 Mand
 Tact
 Echoic
 Intraverbal
 Listener
 Motor Imitation
 Independent Play
 VB-MAPP Skills Assessment (continued)
 Social and Social Play
 Visual Perceptual and Matching-to-Sample
 Linguistic Structure
 Group and Classroom Skills
 Early Academics

 VB-MAPP Barriers Assessment - An assessment of 22
common language and learning barriers
 Instructional Control
 Behavior Problems
 Defective Imitation, Mands, Tacts, Echoic,
Intraverbal
 Defective Matching-to-Sample
 Defective Listener skills
 Prompt Dependency
 Defective Generalization
 Scrolling
 Defective Scanning
 VB-MAPP Barriers Assessment (continued)
 Defective Conditional Discriminations
 Weak Motivators
 Response Requirement Weakening the Motivators
 Self-stimulation
 Defective Articulation
 Obsessive Compulsive Behavior
 Reinforcer Dependency
 Defective Attending
 Defective Social Skills

 VB-MAPP Task Analysis and Skills Tracking System
 Provides a further breakdown of the skills (the
steps supporting the milestones)
 Serves as a more complete and ongoing
language and learning skills curriculum guide.
 Over 1000 skills presented covering the 16
areas of the VB-MAPP.
 New sequence of the verbal behavior curriculum

 VB-MAPP Transition Assessment
 Contains 18 assessment areas
 Helps to identify if a child has acquired the skills necessary
for learning in a less restrictive educational environment
 Comprised of several summary measures from other parts
of the VB-MAPP
 Includes measures of the overall score on the VB-MAPP
Skills Assessment, negative behaviors, group skills, social
skills, independence, classroom routines, play skills,
toileting, eating, spontaneity, reinforcer effectiveness,
natural environment learning, generalization, rate of
acquisition, retention, transfer skills, self-care, and safety.

 VB-MAPP Placement Guide and IEP Goals
 Provides specific direction for each of the 170
milestones in the Skills Assessment
 Specific suggestions for IEP goals
 Helps the program designer balance out an
intervention program, and ensure that all the
relevant parts of the necessary intervention are
included

Teaching Imitation Skills
 Make it fun!
 Use “Do this” followed by the behavior to be imitated
 Reinforce correct responses or approximations
 Shape responses with physical prompts if necessary
 Fade prompts gradually until child is able to perform
skill on his/her own
 Make sure the reinforcers used cannot be obtained for
“free” outside of learning sessions
 Increase vocal imitation by pairing sounds with the
delivery of fun reinforcement

Teaching the Mand
 Start with the mand since it is the only verbal
operant which benefits the learner
 Mand training should be done in the natural
environment (NET)
 Teach mands when there is strong motivation for the
item or activity – what are the child’s reinforcers right
now?
 Motivation can be either “captured” or “contrived”
 Prompt the mand before the child gets frustrated
 Approximations for mands are OK at first – they can
be “shaped” later
 If the learner is using sign or pictures to mand,
always pair the vocal with the mand
Teaching the Mand
 Select mands/reinforcers that:
 Have a short duration of contact (tickles, bubbles)
 Are easy to remove from child (book, toy, video)
 Can be consumed in small bites or sips in multiple
instances
 Are easily distinguishable (vocal, sign)
 Avoid generic words such as “more” or “eat” which
don’t give enough information

Teaching Receptive Language
 The goal is to teach the child to respond to others
 Initially, choose skills that are easy and can be
immediately reinforced
 Try not to call the child away from reinforcement
s/he is already engaged in; rather, call the child to
something that will be (even more) reinforcing
 Prompt correct response before a mistake is made
 Receptive commands can be taught through a
transfer procedure from imitative behavior
 When teaching touch/point to specific items, use a
reinforcer as the item

Teaching the Tact
 Transfer from the Mand
Child: <sees train and wants to play with it> “Train!” (Mand)
Adult: <holds up train> “What is this?”
Child: “Train.” (Tact)
Adult: “Great job” <hands child a cookie>
 Transfer from the Echoic
Adult: <holds up shirt> “Say shirt.”
Child: “Shirt.”
Adult: “What is this?” <pause> “Shirt”
Child: “Shirt.”
Adult: “What is this?”
Child: “Shirt.”
Teaching the Intraverbal
 Focus on what interests the child; make it fun!
 Can start with “fill in the blank” to a favorite song
or nursery rhyme, leaving off the last word
 Objective is to get child to fill in a phrase after
hearing the first part
 Targets for training should be derived from
acquired echoics, mands and tacts

Good Teaching Principles for VB
 Make learning FUN!
 Teaching should be based on the learner’s motivation, not
compliance. Reevaluate which conditions are motivating
and what provides reinforcement constantly.
 Teach what is meaningful and interesting to the learner.
 Initially, focus on developing a large mand repertoire.
 Work on skills which allow the learner to experience a high
rate of success.
 Use a mixture of all functional categories of language during
teaching sessions.
 Teach by feature, function and class in order to make
intraverbal connections.

Good Teaching Techniques
 Use errorless teaching techniques
 Fade the use of prompts to avoid prompt dependency
 Use pairing techniques to make a situation, person or
activity reinforcing
 Generalize skills immediately
 Teach to fluency (response within 3 seconds)
 Mix and vary teaching tasks
 Instruction should be fast paced (Note: Does NOT
mean you should speak quickly!)
 Intersperse difficult tasks with easy ones to keep level
of reinforcement high
 Use transfer procedures to make learning easier
Things to Remember
 Try to capture or contrive motivational conditions as
much as possible
 Make each moment count as a “teachable moment”
 If the child is having trouble learning, re-examine
your teaching techniques and change YOUR
behavior
 Look for positive behaviors to reinforce – reward the
positive and ignore the negative
 Use differential reinforcement – the harder the task,
the bigger the reinforcement
 Keep learning FUN for both teacher and student!

Resources
Curriculum and Workshops
ABLLS-R www.BehaviorAnalysts.com
VB-MAPP www.MarkSundberg.com
Internet Groups
DTT-NET@yahoogroups.com
VerbalBehavior@yahoogroups.com
Other Workshops and Seminars
www.DrCarbone.net
www.ChristinaBurkABA.com

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Teaching Children with

The Case for Using Verbal

 Founder and former President and Executive

Copyright 2008 by Cynthia A. Peters 2

Copyright 2008 by Cynthia A. Peters 3

 1970’s - Dr. Jack Michael began teaching VB at Western

Copyright 2008 by Cynthia A. Peters 4

Copyright 2008 by Cynthia A. Peters 5

Copyright 2008 by Cynthia A. Peters 6

Copyright 2008 by Cynthia A. Peters 7

 To use vocal language, the student must be able to

 To use sign language, the student must be able to

 However, the ability to “imitate” a word doesn’t

Copyright 2008 by Cynthia A. Peters 8

 If the learner is not yet vocal, an augmentative

Copyright 2008 by Cynthia A. Peters 9

 Consider which form will be easiest for the learner to

 The goal is to be able to easily transition to vocal

 Topography based VB (Signing, Talking) requires

 Selection based VB (Pictures, Voice Box) requires

 It should be readily available (portable) to the Speaker

 It should be possible to make quick responses to avoid

Copyright 2008 by Cynthia A. Peters 11

Antecedent -> Behavior -> Consequence

Copyright 2008 by Cynthia A. Peters 12

Copyright 2008 by Cynthia A. Peters 13

 OR Social (Generalized reinforcement)

 The only form of VB to directly benefit the Speaker

 A request for something the Speaker wants (item,

 Usually the first form of VB to be learned since it is

 May take the form of maladaptive behaviors

 A speaker saying “Cookie” when hungry

 A speaker saying “Stop!” when being tickled

 “(I want to) swing.”

 “Where are my shoes?”

 Labeling something (objects, people, actions, events

 Reinforced through social reinforcement

 Not readily acquired if learner does not respond to

 The ability to tact something does not automatically

Copyright 2008 by Cynthia A. Peters 17

 Child has been running in the heat “(I feel) hot!”

 Child’s mother enters the room “(I see) Mommy.”

 A fire truck drives past “(It’s) red.”

 A movie starts in the theater “(It’s too) loud.”

 Pizza is brought into the house “(I smell) pizza.”

 A child is crying “(She’s) sad.”

Copyright 2008 by Cynthia A. Peters 18

 Reinforced through social reinforcement

 Answering “Wh” questions or responding to something

 “Fill in” responses are also frequently used.

 Conversational repertoire which has no point to point

Copyright 2008 by Cynthia A. Peters 19

 “How do you feel?” “(I’m) hot!”

 “Who do you love?” “Mommy.”

 “What color is a fire truck?” “(It’s) red.”

 “What’s the matter?” “(It’s too) loud.”

 “Something that smells yummy is a …” “pizza.”

 “Why is she crying?“ “(She’s) sad.”

Copyright 2008 by Cynthia A. Peters 20

 Reinforced through social reinforcement

 Complying with or responding to the requests

Copyright 2008 by Cynthia A. Peters 21