BEHAVIORAL CLASSIFICATON OF LANGUAGE QUIZ

Something that takes you to school is a _____. (no school bus picture present) ____________ Find the one that has a stop sign. ____________ Tell me something with wheels. (school bus picture present) ____________ Get the school bus. ____________ Do this. ____________ Asking for school bus when you want a toy school bus. ____________ Saying school bus when you hear a school bus arriving at a bus stop. ____________ Saying school bus when you hear it said. ____________ How did you get to school this morning? ____________

Word Bank: Mand, Echoic, Motor Imitation, Listener Responding, Tact, Intraverbal, LRFFC, TFFC, and IFFC

TEACH ACROSS THE FUNCTIONS

A word is not defined by its form. The definition of a word is determined by its functional category (ex. mand, tact, etc.). The same word (soda) has many different meanings based upon the conditions under which you learned to say it. Many students with autism do not have verbal repertoires that include responses in each of the categories for the same word (topography). This happens because the categories are functionally independent and the responses (words) may not transfer across the categories without explicit training. For example, being able to mand soda by saying soda does not guarantee that the same student will be able to tact (label) a soda when they see it and there is no EO (motivation) for it. A common profile of students with autism includes a large listener responding repertoire and many tacts. They typically have very few mands and intraverbals. Failing to have responses in all of the categories leads to a less than adequate and useful verbal repertoire.

MAND TACT ECHOIC/MIMETIC

SODA

INTRAVERBAL LISTENER RESPONDING LRFFC TFFC IFFC

BASIC BEHAVIORAL CLASSIFICATION OF LANGUAGE

ECHOIC (Vocal Imitation) Repeating precisely what is heard, usually immediately. A tendency to say soda because someone else just said it. Student Behavior Verbal Behavior (Matches Other Person) Reinforcer Social

Antecedent Someones Verbal Behavior

MOTOR IMITATION

Copying someones motor movements. A tendency to sign soda when someone else signs soda. Student Behavior Verbal Behavior (Matches Other Person) Reinforcer Social

Antecedent Someones Verbal Behavior

MAND (Request)

Asking for reinforcers that you want. A tendency to say or signsoda when you want it (ex. when there is an EO or motivation for it). Student Behavior Verbal Behavior Reinforcer Specific to the EO

Antecedent Desire or Motivation (EO)

TACT (Label) Antecedent Non-Verbal Stimulus

Naming or labeling objects, actions, events, relations, properties, etc. A tendency to say or sign soda when you see soda. Student Behavior Verbal Behavior Reinforcer Social

INTRAVERBAL

Answering wh questions or having a conversation so that what you say is determined by what the other person says. A tendency to say soda when someone else says What do you like to drink? or Something you drink is _______. Student Behavior Verbal Behavior (Does Not Match Other Person) Reinforcer Social

Antecedent Someones Verbal Behavior

LISTENER RESPONDING

Following instructions or selecting an item when given its name. A tendency to give someone the soda after they say Give me the soda. Student Behavior Listener Behavior Reinforcer Social

Antecedent Someones Verbal Behavior

Selecting items in the environment when provided a description of LISTENER RESPONDING BY FUNCTION, FEATURE AND CLASS them and not their names. A tendency to point to soda when (LRFFC) someone says Touch what you like to drink.

Antecedent Someones Verbal Behavior

Student Behavior Listener Behavior

Reinforcer Social

TACT BY FUNCTION, FEATURE AND CLASS (TFFC)

Labeling items in the environment when provided only with a description, not their names. A tendency to say soda when a can or picture of soda is present and someone says Tell me what you like to drink. Student Behavior Verbal Behavior (Does Not Match Other Person) Reinforcer Social

Antecedent Someones Verbal Behavior

INTRAVERBAL BY FUNCTION, FEATURE AND CLASS (IFFC)

Labeling items in the environment when provided only a description, not their names. A tendency to say soda when someone says Tell me what you like to drink. Student Behavior Verbal Behavior (Does Not Match Other Person) Reinforcer Social

Antecedent Someones Verbal Behavior

BASIC VERBAL BEHAVIORS

Mand: A verbal behavior in which the form of the response is controlled by the motivational or aversive condition which
determined the behavior. (Asking for food when hungry is a mand.) Mands occur when establishing operations (EOs) are strong. For example, when you are hungry, thirsty, or want to escape or avoid an aversive situation. An establishing operation is a condition of deprivation or aversion which (1) momentarily increases the value of some reinforcer (food, attention, escape) AND (2) increases the likelihood that all behavior which has produced the reinforcer in the past will occur. Establishing operations are the most important motivational variable in language training. The mand is usually the first form of verbal behavior to be acquired because it typically produces immediate and specific reinforcement. A babys cry may be the first form of manding that develops. Persons with developmental delays tend to develop mands which are maladaptive (ex. SIB, aggression, tantrums, screaming, etc.). Teaching an alternative mand response form (ex. vocal, sign, PECs) may well replace these maladaptive behaviors.

Duplic: (Echoic and Mimetic). A verbal behavior in which the form is controlled by someone elses verbal behavior with 11 correspondence. An echoic repertoire is an essential first step towards teaching more complex verbal behavior and shaping articulation. Echoic repertoire develops quickly in typical students and transfers to manding/tacting readily after several trials. Typical adults still use the echoic repertoire to make their behavior more effective (ex. repeat complicated directions to improve understanding). The echoic repertoire can usually be developed in persons with developmental delays, but the behavior does not transfer to other more useful situations or occur spontaneously without training. It is effective to teach non-vocal persons with developmental delays motor imitation as a first step towards teaching sign language rather than focus on vocal imitation.

Tact: A verbal behavior under the control of nonverbal environmental stimuli which includes items seen, heard, felt, tasted,
or smelled. Tacts are strengthened by social reinforcement. Listeners reinforce speakers for tacting because tacts provide useful information to them. Persons who are not motivated by social reinforcement (ex. persons with autism) do not readily acquire tacts during initial language training. It is a misconception that once a person can follow receptive commands and tact objects that they can necessarily ask (mand) for the items or talk about the items (intraverbal). Many persons with developmental disabilities never develop verbal behavior beyond receptive compliance and tacting although they may be able to under the proper teaching conditions (stimulus control). Novel tacts do not necessarily have to be taught directly due to stimulus generalization (ex. the ability to identify all books as books after having been taught to tact only a few books).

Intraverbal: A verbal behavior which is under the control of other verbal behavior and is strengthened by social
reinforcement. For example, a tendency to say soda when asked to name a drink. Intraverbal behavior allows a person to talk about objects or events when they are not present. Intraverbal behavior involves turn-taking between multiple speakers. What is said by various speakers does not match. Conversations are an example of intraverbal behavior.

NATURAL ENVIRONMENT TEACHING (NET)

Natural environment teaching refers to any teaching that is related to students motivation. It does not refer to the location of instruction (ex. play area versus work cubby), nor does it refer to the size of the group being instructed (ex. group versus 1:1). NET teaching is purposeful and planned. Although staff may use prewritten NET lesson plans, these should be used as guides rather than rote scripts. Traditional ABA programs for students with autism have focused on teaching skills in a scripted manner. Despite the successes of behavioral approaches, the development of generalized and functional communication repertoires in students with autism has been disappointing (Fay and Schuler, 1980). Many behavioral language programs have failed to incorporate natural environment teaching methods into their programs (Laski et al, 1988). Incorporating Skinners analysis of verbal behavior and the manipulation of establishing operations into the elements of natural language teaching will enhance the effectiveness of natural environment teaching (Michael, 1982, 1993, 2001).

Comparison of Discrete Trial Training (IT) and Natural Environment Training (NET)
Discrete Trial (IT) Stimulus Items a. Chosen by teacher b. Repeated until criterion is met c. Phonologically easy to produce irrespective of whether they were functional in the natural environment a. Teacher holds up stimulus item (ex. stimulus item not functional within interaction) a. Correct response or successive approximations reinforced a. Edible reinforcers paired with social reinforcers Natural Environment Teaching (NET) a. Chosen by student b. Varied every few trials

Interaction

a. Teacher and student play with stimulus item (ex. stimulus item is functional within interaction) a. Looser shaping contingency so that attempts to respond verbally (except self-stimulation) are also reinforced a. Natural reinforcers (ex. opportunity to play with the item) paired with social reinforcers

Response

Consequences

Table taken from Teaching Language to Children with Autism or Other Developmental Disabilities, Dr. Mark L. Sundberg & Dr. James W. Partington

STEPS TO DEVELOPING EFFECTIVE GROUP NET ACTIVITIES

Identify reinforcers: Reinforcement assessment sheets filled out by parents/previous staff Direct observation/interaction with student Structured preference assessment probes

Choose theme: Existing MOs derived from current reinforcers Contrived MOs based upon seasons, holidays, special events, etc.

Develop activities: Ideas: o o o o o o o Books Cooking Fine-motor skills Gross-motor skills Music Outdoor Sensory

Considerations: o IEP goals/skill levels o Number of staff o Available materials in classroom o Cost of materials to be purchased o Scheduling Reflect: o Were objectives met? o Could activity be improved? o Should activity be replicated?

SUGGESTED NET ITEMS

Floor play: bowling set, balls, tunnel, trampoline, parachute, scooter/bicycles, bubbles, sand/water table, instruments/marching band Table-top play: puzzles, pegboards, stringing beads, pop beads, playdoh, shaving cream, board games, jack-in-the-box, legos, cause and effect toys (ex. press a button and character pops up) Dramatic play: kitchen set, farm set, train set, dollhouse, baby doll, action figures, costumes/masks, puppets, blocks, garage

BOOK LIST
The Mitten The Napping House The Pig in the Pond Who Lost a Shoe? Over in the Meadow There Was an Old Woman If You Give a Mouse a Cookie If You Give a Mouse a Muffin The Three Little Pigs I Love You, Blue Kangaroo Its My Birthday Pancakes for Breakfast The Search for Sidneys Smile Brown Bear, Brown Bear Polar Bear, Polar Bear The Very Hungry Caterpillar Green Eggs & Ham Are You My Mother? Old McDonald Had a Farm We Are Going on a Bear Hunt Chicka-Chicka, Boom-Boom Sheep in a Jeep Five Little Monkeys Jumping on the Bed Is Your Mama a Llama? Peanut Butter & Jelly Who Said Red? Spots, Feathers, & Curly Tails Erik Carle books Jerry Palotta ABC books Maisy books Pop-Up books Musical books Sams Sandwich, Pizza, etc. Create pictures or manipulative items for each book. Use a Velcro board to display the items as the story continues.

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CRAFT LIST
Google eyes Popsicle sticks/tongue depressors Glitter Paint/paintbrushes Fingerpaint Do-a-dots Scissors Crayons Tissue paper Bag of assorted yarn Bag of fabric scraps Felt Ribbon Lace Hole punch Oak tag Construction paper Food coloring Macaroni/rice/beans Q-tips Feathers Cotton Sequins Pipe cleaners Stickers Washable markers Buttons Foam sheets Fasteners Pom-poms Brown paper lunch bags Stickers Glue Foil

SUPPLEMENTAL ACTIVITIES FOR YOUNG ADULTS

Cooking Gardening Jewelry making Caring for class pet Woodworking (painting, decorating unfinished wood products,etc.) Games (Bingo, card games, etc.) Puzzles Crafts (molding clay, ceramics, tye-dying, sketching, etc.) Kits (model kits, science kits, etc.) Scrapbooking Computer games, graphics, etc. 11

MONITORING GROUP ACTIVITIES

Students: Students should be sitting quietly and appropriately. Eyes and bodies should be oriented toward the group leader. Students should be attending to, following, and participating in group instruction with the appropriate amount of prompting.

Staff: Stand or sit behind the students assigned to you. It is preferable to sit diagonally behind the students in order to observe their behavior. If your assigned students require supplemental reinforcement, position yourself next to rather than behind your students to keep them focused and orientated towards the group leader. The goal is to reinforce appropriate behavior while being as unobtrusive as possible. Reinforcement comes in many forms and can include edible (food), tangible (ex. toys), sensory (ex. deep pressure), vocal (ex. great sitting), and social praise (ex. thumbs up, rub on back). Initially, students may require a dense schedule of reinforcement which should be thinned over time.** Group leader should present the Sd. It is the responsibility of the staff to prompt the correct response (avoid vocal prompting unless a vocal response is required). Implement behavioral interventions as quietly and unobtrusively as possible. Always remain focused on your students (ex. adults should not be conversing). Staff should not participate in group (ex. singing, asking questions of students, etc.) unless directed by the group leader. For fine-motor skills, staff should prompt the students from behind to ensure that the students are maintaining proper positioning (ex. handwriting, cutting, coloring, etc.). Physical prompts should be faded from behind the students as mastery is achieved. Record data as necessary.

** Students may not have been exposed to sitting and participating in a group for a long period of time. The period of time they are expected to sit should be increased incrementally. Pairing the new group activity with known reinforcers (using back-up reinforcers such as edibles) is an effective way to gradually make that activity a conditioned reinforcer. As the students begin to tolerate being in the group, fade the back-up reinforcers to the point that they are only delivered for appropriate responding. The goal is to eventually fade them out completely.

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Student 1 Visual Perceptual/Matchto-Sample Listener Responding Imitation (motor or vocal) Manding Tacting Intraverbal Play Social Group

Student 2

Student 3

Student 4

Student 5

Student 6

Taken from 2005 National Autism Conference, Penn State University

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NET GENERALIZATION PROBE SHEET

Student:_________________________ Date: Target Example 1 Y Date: Target Example 2 Y Example 3 Y Listener Responding/Tact Targets Example 4 Y Example 5 Y Example 6 Y

Example 1 Y N

Example 2 Y N Example 2 Y

Example 3 Y N Example 3 Y

Example 4 Y N Example 4 Y

Example 5 Y N Example 5 Y

Example 6 Y N Example 6 Y

Date: Target

Example 1 Y

Date: Target

Example 1 Y

Example 2 Y

Example 3 Y

Example 4 Y

Example 5 Y

Example 6 Y

Intraverbal Targets Date: Target Person 1 Y N Date: Target Person 1 Y Date: Target Person 2 Y N Person 2 Y Person 3 Y N Person 3 Y Person 4 Y N Person 4 Y Location 1 Y N Location 1 Y Location 2 Y N Location 2 Y Location 3 Y N Location 3 Y Location 4 Y N Location 4 Y

Person 1 Y

Person 2 Y

Person 3 Y

Person 4 Y

Location 1 Y

Location 2 Y

Location 3 Y

Location 4 Y

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ACTIVITY

SKILLS TO BE TARGETED
Mands (requests):

Imitation (motor or vocal):

Tacts (labels):

Listener Responding (receptive):

Intraverbals (Wh questions):

15

ACTIVITY

SKILLS TO BE TARGETED
Mands (requests):

Imitation (motor or vocal):

Tacts (labels):

Listener Responding (receptive):

Intraverbals (Wh questions):

16

ACTIVITY
Playdoh

SKILLS TO BE TARGETED
Mands (requests): Have the student mand for playdoh Have the student mand for different colors of playdoh Have the student mand for playdoh toys Have the student mand to open the playdoh Have the student mand for help when needed Have the student mand for different actions Have the student mand using a variety of carrier phrases for playdoh Have the student mand for different colors of playdoh using carrier phrases Have the student mand for different playdoh toys using a variety of carrier phrases Have student mand for missing items Contrive situations that would prompt the student to mand for information using WH questions Tacts (labels): Have the student tact playdoh Have the student tact different colors of playdoh Have the student tact the various playdoh toys Have the student tact the shape of an object made with playdoh Have the student tact an action they are performing Have the student tact the size of the playdoh Have the student tact the location of the playdoh Have the student tact the functions, features, and classes of the playdoh and items made with it Listener Responding (receptive): Have the student point to the playdoh Have the student find the various colors and shapes of playdoh Have the student touch or point to the various playdoh toys Have the student point to the functions, features, and classes of items made with the playdoh Intraverbals (WH questions): Have the student identify the sounds of items made with the playdoh Have the student state the functions, features, and classes of the playdoh and items made with it 17

ACTIVITY
Reading a Book Brown Bear, Brown Bear What do You See?

SKILLS TO BE TARGETED
Mands (requests): Have the student mand for you to open the book Have the student mand for you to turn each page Tacts (labels): Have the student tact the animals on each page Have the student tact the color of each animal Have the student tact by the function, feature and class Listener Responding (receptive): Have the student touch or point to each animal Have the student touch or point to various colors Have the student touch or point to the animals based on their function, feature and class Intraverbals (WH questions): Ask the student to give many examples within a category

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ACTIVITY
Reading a Book Five Little Monkeys Sitting in a Tree

SKILLS TO BE TARGETED
Mands (requests): Have the student mand for you to open the book Have the student mand for you to turn each page Tacts (labels): Have the student tact the different animals on each page Have the student tact the different foods Have the student tact the different articles of clothing worn by the monkeys Have the student tact the numbers Have the student tact various colors Have the student tact by the function, feature and class of the pictures Listener Responding (receptive): Have the student touch or point to different animals Have the student touch or point to different numbers Have the student touch or point to different articles of clothing Have the student touch or point to pictures based on their function, feature and class Have the student touch or point to various colors Intraverbals (WH questions): When reading, leave out some words for the student to fill in Have the student count the monkeys on a page Ask the student to give you many examples within a category

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ACTIVITY
Spongebob Board Game

SKILLS TO BE TARGETED
Mands (requests): Mand for the board Mand for each character Mand for the treasure chest Mand for the coins Tacts (labels): Tact the objects Tact the pictures on the board Tact the colors of the characters Tact where a specific character is on the board Tact the functions, features, and classes Listener Responding (receptive): Point to, Touch, Give me, Find, Show me specific characters Point to, Touch, Give me, Find, Show me characters by colors and by shapes Point to, Touch, Give me, Show me by position Intraverbals (WH questions): State members of a specified class State functions, features, and classes

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ACTIVITY
Reading a Book If You Give a Mouse a Cookie

SKILLS TO BE TARGETED
Mands (requests): Book Read Turn page Props (cookie, milk, straw, etc.) Imitation (motor or vocal): Eating Drinking with straw Wiping face Cutting Sweeping Sleeping Book sign Writing Carrier phrases Whats next? Where is the _____?

Listener Responding (receptive): Find the (props) Show me (picture in book) Show me (action from book) LRFFCs (Get what you drink with, etc.) Tacts (labels): Pictures in book Actions in book TFFCs (Tell me something you use to cut) Re-tell/sequence story Intraverbals (WH questions): Fill in missing words as book is read IFFCs (Tell me something else you drink) 21

ACTIVITY
Song Who Stole the Cookie from the Cookie Jar?

SKILLS TO BE TARGETED
Mands (requests): Cookie Jar Open Carrier phrases Mands for information (Where is it?, Whats in there?, When can I have one?)

Imitation (motor or vocal): Movements with song Tacts (labels): Actions Parts and features (What can you tell me about a cookie?)

Intraverbals (WH questions): Fill-in missing verses from song Features, function, and class (What can you tell me about a cookie?, What else is (FFCs)?)

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ACTIVITY
Arts and Crafts Cookie Pictures

SKILLS TO BE TARGETED
Mands (requests): Cookie patterns Paper Pencil/crayon Trace Scissors Cut/tear Paint Brush Sprinkles Crumble Glue Squeeze Carrier phrase Mands for information (How do I make it?, Where is the _____?)

Imitation (motor or vocal): Do This as you make the cookies Listener Responding (receptive): 1-step or multi-step directions Find the (materials) Tacts (labels): Materials Actions Fill in items given functions and reversals Intraverbals (WH questions): Fill in items given functions and reversals Tell me some other snacks

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ACTIVITY
Arts and Crafts Mouse Character

SKILLS TO BE TARGETED
Mands (requests): Mouse pattern Paper Pencil/crayon Trace Scissors Cut Pom-pom/nose Pipe cleaner/tail Overalls/pants Glue Carrier phrases Mands for information (Where is the___?, How do I do it? Whats next?)

Imitation (motor or vocal): Do This as your put mouse together Listener Responding (receptive): Get the (materials) 1-step or multi-step directions Tacts (labels): Materials Actions Fill in items given functions and reversals Intraverbals (WH questions): Fill in items given functions and reversals

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ACTIVITY
Board Game Bingo

SKILLS TO BE TARGETED
Mands (requests): Board Mands for information (Whats next?, Which one?) Chips Carrier phrases Listener Responding (receptive): Identify picture by name LRFFCs Tacts (labels): Pictures on boards Bingo! TFFCs Intraverbals (WH questions): Features, function, and class Can you tell me something else that (FFCs)?

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BUG/INSECT THEME Advanced

Activity #1 Bug Scavenger Hunt Materials: construction paper, bug stickers, pencil, plastic eggs Objectives: Visual Performance Match identical pictures to sample Tact Label butterfly, bee, ladybug, ant Label adjectives Mand Mand for information using Where? Mand for information using Do you have a______? Mand from peers Listener Responding Prepositions Activity #2 Book Bugs, Bugs, Bugs Materials: book Bugs, Bugs, Bugs Objectives: Tact Label dragonfly, ant, caterpillar, praying mantis Label adjectives Label parts of a scene Mand Mand for information using What? Mand for information using Which? Intraverbal How many legs does an insect have? What else does an insect have? How does an insect eat? Activity #3 Snack Ants on a Log Materials: pretzels, peanut butter, raisins Objectives: Tact Label features Intraverbal Tell me some other foods Whats your favorite food? Mand Mand for information using Where? Mand for information using What? Listener Responding 26

 Follow multiple step directions Receptive subtract/take away Math Skills Count out objects from a larger set (raisins) Activity #4 Clay Bug Materials: modeling clay Objectives: Mand Mand from peers Mand colors Listener Responding Follow multiple step directions Tact Label features: abdomen, thorax, antennae, legs Intraverbal Tell me about an ant Tell me the parts of an ant

Intermediate
Activity #1 Butterfly Painting Materials: butterfly template, paint, large sheet of paper, marker Objectives: Mand Mand for paint, specific colors of paint, paintbrush Mand for attention from peers Tact Label butterfly, art materials Label colors Listener Responding Follow multiple-step directions Activity #2 Butterfly Kite Materials: tissue paper, paper towel rolls, pipe cleaners, scissors, paint, string Objectives: Mand

Mand from peers Mand for specific color of paint Mand for specific color of tissue paper Mand for outside

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Intraverbal What else do you cut with? Listener Responding Follow multiple-step instructions Activity #3 Elefun Game Materials: Elefun game Objectives: Mand Mand for specific color nets Mand for actions: twist, turn it on Tact Parts of the net (handle) Part of the elephant Intraverbal What has wings? What does a butterfly do? What does a butterfly do? Listener Responding Give ______ a red butterfly. Activity #4 Ants in the Pants Game Materials: Ants in the Pants game Objectives: Mand

Mand for ant Mand for push Mand for open Mand for specific colors of ants

Early
Activity #1 Bug Shake Materials: bag of plastic bugs, parachute or sheet Objectives: Mand Mand for actions, shake/throw Mand for bug Intraverbal Up and down Activity #2 Snack Ants on a Log Materials: pretzel logs, peanut butter, raisins 28

Objectives: Mand Mands for raisins, peanut butter, pretzel logs Activity #3 Bug Song Materials: Bug song Bug Song (Sing to the tune of Three Blind Mice) We are bees. We are bees. See how we buzz. See how we buzz. Lets all buzz around in a circle. Lets all buzz around in a circle. We are ants. We are ants. See how we march. See how we march. Lets all march around in a circle. Lets all march around in a circle. We are butterflies. We are butterflies. See how we fly. See how we fly. Lets all fly around in a circle. Lets all fly around in a circle. Objectives: Motor Imitation Intraverbal Fill in song phrase Activity #4 Paint Butterfly Materials: paint, paintbrush, butterfly template, glue popsicle stick Objectives: Mand Mand for paint Intraverbal A butterfly goes up and down

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Space Theme Advanced

Activity #1 The Magic School Bus Materials: Objectives: Tacts and FFCs Planets: find in outer space Sun: comes out during the day and feels hot Moon: comes out at night Spaceship: flies into outer space, have fire rockets Astronaut: wears a space suit, wears a helmet, drives a spaceship Earth:: planet we live on, has clouds and sky and land How many planets? 9 How many suns? 1 How many moons? 1 Listener Responding Points to planets, spaceship, astronauts Activity #2 Make a spaceship Materials: 2 liter soda bottle, construction paper, glue, tape, scissors, streamers Objectives: Manding Mand from peers Mand for information Take turns/Sharing Listener Responding Following multi-step directions Activity #3 Pin the helmet on the astronaut Materials: construction paper, crayons, tape, scissors Objectives: Take turns/Sharing Listener Responding Peer Pairing Activity #4 Writing Sample If I went to space I would _______________ Materials: paper, pencil Objectives: Handwriting Telling stories Previously observed 30

Activity #5 Crossword Puzzle Materials: paper, crossword ditto Objectives: FFCs Writing

Intermediate
Activity #1 Book Materials: book Objectives: Tacts/TFFC Earth, sun, moon, spaceship Astronaut/tact parts and features

Activity #2 Create the solar system Materials: Styrofoam balls, paint, paintbrush, cups, aprons Objectives: Manding Mand using adjectives Listener Responding Follow directions Activity #3 Word Find Materials: Word find, pencil Objectives: Sight words Fine motor Listener Responding Follow directions Activity #4 Space Hullabaloo Materials: construction paper, markers Objectives: Listener Responding Follow instructions (ex: Hop to the sun) Tact Sun Moon Earth Peer Pairing 31

Activity #5 Space Bingo Materials: Space bingo cards, chips Objectives: Tacts/TFFC Listener Responding Intraverbal Fill-ins

Early
Activity #1 Book Materials: book Objectives: Tact Astronaut Spaceship Listener Responding Point to _______________ Echoics Activity #2 Create an astronaut Materials: construction paper, tongue depressor, glue Objectives: Manding Tacting Motor Imitation Listener Responding Activity #3 Five little astronauts jumping on the bed Materials: Objectives: Mand Trampoline Intraverbal Fill-in (Twinkle, Twinkle, Little Star) Activity #4 Space Dress Up Materials: Objectives: Mand Listener Responding Echoics Blast off 32

Activity #5 Making spaceship out of box Materials: paint, glue, stickers Objectives: Mand Tacting Listener Responding

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NET CHECKLIST
Staff: _______________________ Student: _________________ Observer: ____________________ Date: _______________ Section 1: Setting Area is sanitized Materials needed are organized and ready Variety of reinforcers are available and posted NET lesson plans/targets are updated and visible Section 2: Teaching Procedures Follows students MO Session begins with manding Appropriate level of enthusiasm Voice is natural Adequate number of manding trials Prompts faded as quickly as possible Appropriate VR reinforcement schedule Number of demands faded in Difficulty of demands faded in IT skills generalized Verbal operants mixed Errorless teaching with time-delay prompts Transfer trials follow errors Differential reinforcement of novel/appropriate responses Fluency required Escape extinction utilized properly Rating: 1 = Yes/Consistently 2 = Sometimes/Inconsistently
Adapted from Dr. Vincent J. Carbone 34

Section 3: Behaviors Appropriate antecedent strategies Interventions implemented correctly Social reinforcement paired with tangible reinforcement Accurate data Section 4: Data Collection Sheets are updated and readily accessible Mands are recorded NET targets are recorded

3 = No/Not Occurring

4 = N/A Not Applicable

VB-MAPP THE VERBAL BEHAVIOR MILESTONES ASSESSMENT AND PLACEMENT PROGRAM

Development: Based on: o B.F. Skinners 1957 book, Verbal Behavior o Typical language development milestones o Field-test data from typically developing children and children with autism Created by Dr. Mark L. Sundberg Early Echoic Skills Assessment created by Dr. Barbara E. Esch

Description: Criterion-referenced assessment Tool to assess across 16 different verbal operants and related skills at 3 developmental levels On-going tracking system Clear visual display of present levels of performance across skill areas Supplemental components: o IEP goals and placement guidelines o Analysis of a students readiness to move to a less-restrictive educational environment o Assessment of 22 common language and learning barriers o Detailed task analysis of component skills supporting the milestones

Advantages: Thorough analysis of select skill areas Efficient to administer Includes explanation of basic verbal operants and how to analyze verbal behavior Skill sequence based upon recent field testing Incorporates motivational variables Requires generalization and fluency criteria

Limitations: Not a standardized assessment

Assessment methods: Observation of student in the natural environment Interview of parents and staff Formal probe trials with student

Assessment procedure: Build a rapport with studentespecially before starting formal trials Read task in individual child booklet: o If student is able to perform skill as written, score 1 and move on to next skill o If student is not able to perform skill as written, refer to instruction manual for more specific scoring criteria (0 or 35 .5)

 Score on the basis of students typical use of skill Note: It is better to underestimate a students skill level when scoring if you are unsure. Tact: Total score
2.5

Does the child tact people, objects, body parts, or pictures? 1 1 .5 0 0 Comments/notes: 1. Tacts 2 reinforcing items during testing (e.g., people, pets, characters, or favorite objects) 2. Tacts 5 items during testing (e.g., people, pets,characters, objects, or pictures) 3. Tacts 10 non-reinforcing items during testing (e.g., Shoe, Hat, Spoon, Car, Sup, Dog, Bed) 4. Spontaneously tacts (no verbal prompts) 2 different items during observation 5. Tacts 15 items during testing (e.g., common objects, people, body parts, or pictures)

LEVEL 1 Tact 5 4 3 2 1 Recording results: 1. Each task allows 3 assessments, but this may be exceeded 2. Mark score in individual child booklet by writing 0, .5, or 1 3. Color in grid to match area scored on assessment form 4. Use different color each time assessment is updated Note: Take detailed notes regarding students performance in each skill area (ex. list each known tact specifically rather than just recording a cumulative number of tacts).

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INTERPRETING ASSESSMENT RESULTS

Profile o Approximately 80-100% of early or advanced students days should be NET and approximately 50% of intermediate students days should be NET o Remember that early level students are those that have a minimal or non-existent manding repertoire, even if they do have higher level splinter skills Response form o Determine the clarity of students articulation at the present time o If the majority of his/her vocal responses cannot be understood by an unfamiliar listener in the absence of contextual cues, the augmentative system needs to be incorporated into IT Goals o Start at the bottom first, filling in any empty boxes of the grid and continue to move upward o Target a few goals from each skill area simultaneously (move horizontally across domains) o Over time, use your data/graphs to determine the number of programs/targets that are optimal for each student (always have a minimum of 3 running targets per program) o Receptive and expressive skills are typically targeted simultaneously

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SCHEDULING CONSIDERATIONS
Common reinforcers among students Staff/student ratio Level of staff training Therapies, specials, lunch, etc. Students levels/profiles Age-appropriate activities IEPs/program priorities Length of school day Physical environment (ex. available space, room size, furniture, etc.) Staff rotation Contract requirement (ex. staff breaks, etc.) Budget issues (ex. money for supplies, etc.)

38

Monday
9:00-9:15

Tuesday

Wednesday

Thursday

Friday

9;15-9:30

9:30-9:45

9:45-10:00

10:00-10:15

10:15-10:30

10:30-10:45

10:45-11:00

11:00-11:15

11:15-11:30

11:30-12:00

12:00-12:20

12:20-12:50

12:50-1:00

1:00-1:15

1:15-1:30

1:30-1:45

1:45-2:00

2:00-2:15

2:15-2:30

2:30-2:45

2:45-3:00

39

TYLER
9:00-9:15

MICHAEL OT

SAM ADL

BRANDON S ADL

BRANDON G ADL

DYLAN ADL

GABI OT

RACHEL ADL

ADL

9;15-9:30

WORK

OT

WORK

PROBE

WORK

WORK

OT

COMPLIANCE

9:30-9:45

ANDREA

FINA

ANDREA

MO

FINA

OT

ONE ON ONE

FINA

9:45-10:00

WORK

PROBE

WORK

WORK

WORK

OT

ONE ON ONE

COMPUTER

10:00-10:15

FINA

MO

FINA

OT

ANDREA

WORK

ONE ON ONE

WORK

10:15-10:30

SPEECH 10:1510:35

COMPUTER

COMPUTER

OT

PROBE

ANDREA

ONE ON ONE

ANDREA

10:30-10:45

COMPUTER

COMPUTER

COMPUTER

COMPUTER

MO

COMPUTER

ONE ON ONE

WORK

10:45-11:00

CALENDAR

CALENDAR

CALENDAR

CALENDAR

SPEECH 10:3510:55

CALENDAR

CALENDAR

ONE ON ONE

11:00-11:30

GROUP OT

GROUP OT

SPEECH 10:55-11:15

GROUP OT

GROUP OT

GROUP OT

GROUP OT

GROUP OT

11:30-12:00

LUNCH

SPEECH 11:5512:15

LUNCH

PT

LUNCH

LUNCH

LUNCH

LUNCH

12:00-12:15

BOOKS

LUNCH

BOOKS

SPEECH 12:05-12:35

BOOKS

BOOKS

BOOKS

BOOKS

12:15-12:30

VIDEO

VIDEO

VIDEO

SPEECH 12:05-12:35

VIDEO

VIDEO

VIDEO

VIDEO

12:30-12:45

APE

PSD

APE

APE

PSD

SPEECH 12:15-12:35

APE

APE

12:45-1:00

COMPUTER

PSD

PROBE

SPEECH 12:55

PSD

WORK

COMPUTER

COMPLIANCE

1:00-1:15

COMPUTER

PSD

MO

SPEECH 1:25

PSD

FINA

COMPUTER

ONE ON ONE

1:15-1:30

PROBE

PSD

STRUCTURED GAME ANDREA

STRUCTURED GAME ANDREA

PSD

STRUCTURED GAME FINA

PROBE

ONE ON ONE

1:30-1:45

MO

PSD

PSD

MO

ONE ON ONE

1:45-2:15

SNACK

PSD

SNACK

HOME SPEECH HOME SPEECH HOME SPEECH HOME SPEECH

PSD

SNACK

SNACK

SNACK

2:15-2:35

COMPUTER

PSD

COMPUTER

PSD

COMPUTER

COMPUTER

COMPUTER

2:35-2:55

ART

PSD

ART

PSD

ART

ART

ART

2:55-3:00

ADL

PSD

ADL

PSD

ADL

ADL

AD;

40

9 RESEARCH-BASED TEACHING PROCEDURES

1. PAIR TEACHING ENVIRONMENTS WITH REINFORCEMENT AND USE COMPETING REINFORCERS. Initially, correlate the teaching environment with highly valuable and high-density reinforcement relative to the conditions that have typically been interrupted at the start of teaching sessions. (Lalli, Vollmer, Progar, Wright, Borrero, Daniel, Barthold, Tocco and May, 1999; Michael, 1993, De Leon et al. 2001; Piazza, et al 1997, Lalli and Casey, 1996; Harding, et al, 1999; Fisher and Mazur, 1997) 2. FADE IN EFFORT/DIFFICULTY OF TASKS. Ensuring that the response being taught is the most efficient will reduce the value of escape as a reinforcer and the likelihood of problem behavior. (Wacker, Steep, Northup, Sasso, Berg, Reimers, Cooper, Cigrand and Donn, 1990; Iwata, Smith and Michael, Homer and Day, 1991; Weld and Evans, 1990; Richman, Wacker and Winborn, 2001) 3. FADE IN NUMBER OF DEMANDS. Present low frequency demands at first and fade in greater and greater response ratio requirements. Deliver extinction for problem behavior that occurs when the EO was not manipulated precisely so as to "abolish" problem behavior. (Weld & Evans, 1990; Pace, Iwata, Cowdery, Andree, and McIntyre, 1993; Zaracone, Iwata, Vollmer, Jagtiani, Smith, and Mazaleski, 1993; Zarcone, Iwata, Smith, Mazaleski and Lerman, 1994; Pace, Ivanic and Jefferson, 1994; Piazza, Moes and Fisher, 1996) 4. REDUCE STUDENT ERRORS. Reduce student errors through teaching methods that ensure high levels of correct responding. These procedures will lower the value of escape-established reinforcement and will ensure that instructional demands are correlated with an improving of conditions (correlation with high density and short delays to reinforcement) relative to a worsening of conditions (low density and long delays to reinforcement) that results from frequent errors. (Terrace, 1963; Sidman and Stoddard, 1966; Sailor, Guess, Rutherford, and Baer 1968; Reese, Howard and Rosenberger, 1977; Etzel and LeBlanc, 1979; Alltman, Hobbs, Roberts and Haavik, 1980;Carr, Newsom and Binkoff; 1980; Weeks and Gaylord-Ross, 1981; Touchette and Howard, 1984; Can and Durand, 1985; Lancioni and Smeets, 1986; Woolery, Bailey and Sugai, 1988; Durand, 1990; Homer and Day, 1991; Woolery, Ault and Doyle, 1992; Cameron, Luiselli, McGrath and Carlton, 1992; Cameron,Ainsleigh and Bird, 1992; Sprague and Homer, 1992; Heckman, Alber, Hooper and Heward, 1998; Smith and Iwata, 1997; Woolery, Ault and Doyle, 1992) 5. INTERSPERSE EASY AND DIFFICULT DEMANDS. Interspersing "easy" tasks which result in correct responding and therefore are correlated with a higher density of reinforcement with relatively more "difficult" tasks will reduce problem behavior by reducing the value of escape as a reinforcer. (Singer, Singer and Homer, 1987; Mace, Hock, Lalli, West, Belfiore, Pinter & Brown, D. F. 1988. Mace and Belfiore, 1990; Harchick and Putzier, 1990; Homer, Day, Sprague, O'Brien and Healthfield, 1991; Zarcone, Iwata, Hughes and Vollmer, 1993) 6. MIX AND VARY INSTRUCTIONAL DEMANDS. Presenting instructional demands in which the stimuli and response requirements vary from trial to trial appear to reduce the value of escape as a reinforcer compared to massed trailing and constant task presentation. (Dunlap and Koegel,1984; Winterling, Dunlap and O'Neil; Dunlap, 1984)

7. PACE INSTRUCTION PROPERLY. Instruction which is delivered in a fast pace manner (short inter-trial intervals; ITI) can reduce problem behavior and student errors by lowering the value of escape as a reinforcer relative to the same demands when presented slowly. An important caveat is that this escape-abolishing effect may be achieved only when errorless teaching methods of the type recommended above are employed and the number of easy demands before reinforcement are increased gradually. (Carnine, 1976; Weeks and Gaylord-Ross, 1981; Carnine and Engelmann, 1982; Dunlap, Dyer and Koegel, 1983; West and Sloane, 1986; Cameron, Luiselli, McGrath and Carlton, 1992; Zanolli, Daggett, and Pestine, 1995)

41

8. TEACH TO FLUENCY. Teaching skills to fluency (correct and quick) as opposed to just correct decreases the value of escape as a reinforcer relative to other reinforcers available for non- fluent responding. It appears that students who learn to respond quickly and accurately and not just accurately tend to exhibit greater endurance for longer duration sessions without problem behavior. (Binder, 1982; 1984; 1990; 1996) 9. ESCAPE EXTINCTION. Use extinction for problem behavior that occurs when the EO is not manipulated precisely, so as to abolish problem behavior. (Zaracone, Iwata, Smith, Mazaleski, and Lerman, 1994; Pace, Ivanic, and Jefferson, 1994)

42

TEACHING TIPS
1. Pair environment and materials with reinforcement 2. Fade in task difficulty 3. Fade in number of tasks 4. Be errorless (most to least prompting) 5. Intersperse easy and difficult tasks 6. Mix and vary task presentation 7. Use fast pace (1 2 seconds between trials) 8. Require fluency (responding in 1-2 seconds) 9. Use variable rate of reinforcement (around an average # of responses) 10. Use escape extinction for problem behavior
43

VARIABLE RATIO SCHEDULE OF REINFORCEMENT

Definition: On a variable ratio (VR) schedule of reinforcement, responses are reinforced based on an average number of responses.

Rationale: Reinforcement provided based on an average number of responses (versus every response) will lead to strong, rapid student responding (Skinner, 1953; Van Houten & Nau, 1980; Clark & Sherman, 1975; Guess & Baer, 1973; Vollmer, et. al.,1999).

Calculation: Conduct 2 separate IT sessions (ex. 1 in the am & 1 in the pm). Record the number of responses the student engages in before problem behavior occurs for each run-through (the set of demands between delivery of reinforcement). Calculate the average number of responses by adding up the total number of responses & dividing by the total number of run-throughs. Set the initial VR just below the calculated average. Create a range (the lowest & highest number of responses) accordingly. If the student is just starting out in IT &/or has frequent problem behaviors, the range should be narrow (ex. if calculated average is 5, range could be 2-7). If the student is able to engage in many responses with little or no problem behavior occurring, the range could be broad (ex. if calculated average is 15, range could be 5-25). After 4 consecutive days with 0 problem behaviors, gradually increase the VR.

44

ESCAPE EXTINCTION

USE:

Student engages in inappropriate behavior in response to a demand

STEPS: No direct attention

Say only the ORIGINAL DEMAND until student complies on his/her own (no praise)

Add a varied number of additional demands at a similar difficulty level and/or of a similar type (no praise)

Student joins the current activity

45

STAFF REFLECTION AFTER USE OF ESCAPE EXTINCTION

Description of behavior:

1.

Am I paired with the student? How do I know?

2.

Is the student paired with the materials/environment? How do I know?

3.

Was my VR schedule appropriate? Am I increasing the number and difficulty of tasks gradually?

4.

Was I teaching errorlessly?

5.

Did I mix and vary the tasks presented?

6.

Did I present tasks at a rapid pace?

7.

When did I last provide novel reinforcement?

Adapted from Lisa Hernandez MA CCC-SLP Speech-Language Pathologist

46

COMMON MISTAKES TO AVOID

DO NOT wait for the student to look at you before you present demands. DO NOT make the student wait while you determine which demand you are going to present next. If you forget what demand you were going to present while you are teaching and your ITI (inter-trial interval) gets too long, simply give the student his/her reinforcer immediately. DO NOT remind the student of what they are working for, flash the reinforcer, or search for a new reinforcer when they are not responding. This will get the students attention back, but will increase the future frequency of the off-task behavior. DO NOT reinforce the student more often or present easier demands when he/she is engaging in weak responses. You want to stop teaching and reinforce more often when the student is responding well to your demands.

47

INITIAL PRESENTATION OF STIMULUS

Stimulus with 0-Sec. Prompt Delay: What is it? Cat (staff)

Correct Response: Cat (student)

IMMEDIATE TRANSFER TRIAL Stimulus with 2-Sec. Delay: What is it? (staff)

Correct Unprompted Response: Cat (student)

No Response: (student)

Incorrect Response: Dog (student)

Next Trial

Prompt Correct Response: Cat (staff)

Block Response if Possible or Hands Down to Neutral (any motor response) Ignore Vocal Response

Prompted Correct Response: Cat (student)

Next Trial or 1 More Transfer Trial

Stimulus with 0-Sec. Delay: What is it? Cat (staff)

Prompted Correct Response: Cat (student)

Next Trial or 1 More Transfer Trial Note: Fade prompts as quickly as possible. Use the least intrusive prompt necessary to evoke the correct response. Continue cycling back to the target stimulus until you get an unprompted (independent) response. The first independent response should be immediately reinforced.
48

DATA RECORDING PROCEDURES

Data recording procedures should not interfere with your teaching. Many data recording systems in discrete trial training programs require data recording after each response and therefore make it impossible to teach fluently. We recommend first trial daily probes of performance instead of constant data recording. Probe data collection should not take more than the first 15-20 minutes of session time. Before you teach the skill each day, you should probe or check the student's progress. To do this you arrange the learning situation and merely provide the antecedent (Sd) for the behavior. You give the student the opportunity to exhibit the behavior without a prompt or independently. If the correct response occurs quickly, accurately, and with sufficient magnitude (volume), circle the Y for Yes (independent). If the behavior does not occur, prompt the behavior and circle the N for No (not independently). Each skill will have a criterion for success associated with it. Typically, we recommend 4 consecutive days of independent responding on the first daily probe to consider the skill acquired.

49

Acquisition Target

Cold Probe

4 Yess

No

Acquisition Target

1 Week Retention Probe

Yes

No

Acquisition Target

Maintenance

Month 1 Probe

No

Acquisition Target

Yes

Month 2 Probe

No

Acquisition Target

Yes

Month 3 Probe

No

Acquisition Target

Yes

Mastered Data Collection Discontinued

Created by Lisa Rutherford, Thompson School District, Colorado

50

Student Name: __________________________________ Week Of: _____________ Criteria: _____________________________ Number of Targets Mastered: _______

WEEKLY PROBE SHEET

Date VB-MAPP Code Program / Target Skill Prior Consecutive Ys Staff Date Staff Date Staff Date Staff Dates Staff Notes

Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N N N N N N N N N N N N N N N N N N N N

Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N

Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N

Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N

Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y

51

STUDENT:

WEEK OF:

WEEKLY INTENSIVE TEACHING DATA SHEET

SKILL: ACQUISITION TARGETS CODE: W R SKILL: ACQUSITION TARGETS CODE: W R

Ys

Ys

SKILL: ACQUISITION TARGETS

Ys

CODE: W R

SKILL: ACQUSITION TARGETS

Ys

CODE: W R

SKILL: ACQUSITION TARGETS

Ys

CODE: W R

SKILL: ACQUSITION TARGETS

Ys

CODE: W R

SKILL: ACQUISIITON TARGETS

Ys

CODE: W R

SKILL: ACQUISITION TARGETS

Ys

CODE: W R

52

PROBE SHEET
Student: __________________________________________ Skills(s): _________________________________

Current Item
Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N

Developed by Dr. Vincent J. Carbone

53

PROBE DATA SHEET

Student: _______________________________________________ Skill Area: _____________________________________

Date and Initials

Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N
54

55

Student: _________________________ Skill Area: _________________________

Target Skill Introduced Acquired Retained Mo. 1 Mo. 2 Mo. 3

56

57

Student: _________________________
Target Skill Introduced Acquired/ Retained Date

Skill Area: _________________________

Setting Person Example Month 1 Month 2 Month 3

58

59

60

61

VENDOR AND SUPPLY LIST

VENDOR AVB Press Advancements in verbal behavior www.avbpress.com Dr. Mark Sundberg www.marksundberg.com SUPPLIES -The Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP)

Behavioral Dynamics www.habitchange.com

-MotivAider timer

Different Roads to Learning 1-800-853-1057 www.difflearn.com

-Hand Tally Counters -Language Builder Picture Cards -The Assessment of Basic Language and Learning SkillsRevised (ABLLS-R) -Handwriting Without Tears

Pocket Full of Therapy 1-800-PFOT-124 http://www.pfot.com

Pyramid Educational Products, Inc. www.pyramidproducts.com

-Audio Reinforcement Reminder Tones CD

SRA 1-800-843-8855 https://www.sraonline.com

-Reading Mastery (level 1) Teaching Materials -Reading Mastery (level 2) Teaching Materials -Connecting Math Concepts -Language for Learning, Thinking, or Writing

Super Duper Publications 1-800-277-8737 www.superduperinc.com

-Kaufman Speech Praxis Treatment Kit for Children (KSPTK) -Kaufman Speech Praxis Treatment Kit for Children (KSPTK-2)

VB Teaching Tools www.vbteachingtools.com

-The Complete ABLLS Kit -STAGES Language Builder Photo Cards

62

FREQUENTLY REQUESTED RESOURCES

ASSOCIATION FOR BEHAVIOR ANALYSIS: (616) 387-8341 www.wmich.edu.aba BEHAVIOR ANALYST CERTIFICATION BOARD: www.BACB.com CARBONE CLINIC: 848-267-0920 www.DrCarbone.net HOLLY KIBBE AND CHERISH TWIGG WORKSHOPS AND RESOURCES: www.establishingoperationsinc.com LIST SERVERS: http://groups.yahoo.com/group/DTT-NET/ DTT-NET http://groups.yahoo.com/group/VerbalBehavior/ Verbal Behavior http://groups.yahoo.com/group.abajobconnections/ ABA Job Connections MARK SUNDBERG MANUAL OR WORKSHOPS: www.marksundberg.com SIGN LANGUAGE WEBSITES: www.commtechlab.msu.edu/sites/aslweb/browser.htm www.aslpro.com www.lifeprint.com/dictionary.htm THE FOUNDATION FOR AUTISM TRAINING AND EDUCATION: www.thefate.org VBN TRAINING: www.vbntraining.com

63

COMPONENTS OF A BEHAVIORALLY SOUND CLASSROOM

DOWN TIME IS YOUR ENEMY!
Planning and Organization Sanitized classroom: Classroom environment contains enriched materials (reinforcers) that are organized and controlled by staff (not freely accessible to students) Student reinforcer lists are current, reviewed by staff, and posted Daily schedule: All staff members are aware of their daily student assignments and other responsibilities All students are actively engaged throughout the entire day (sufficient plans) Transitions are planned for, brief, and orderly All materials needed for Discrete Trial Training (DTT), Natural Environment Teaching (NET), Direct Instruction (DI), etc., are prepared in advance, organized, and readily available at the location where instruction is to be delivered Teacher is aware of all medical issues/concerns for each student Objectives Lesson plans (individual and group instruction) involve reinforcing activities that are developmentally appropriate for each student (ex. level of skills, length of session, etc.) o Individualized Education Plan (IEP) o Assessment of Basic Language and Learning Skills (ABLLS) o Natural Environment Teaching (NET) o Direct Instruction- Academic skills Adequate opportunities are provided throughout the day for functional communication (manding) Teaching Procedures The following research-based teaching procedures are being utilized throughout the day: Staff members, teaching environments, and teaching materials are paired with reinforcement The effort and difficulty of tasks are faded in gradually The number of demands are faded in gradually Errorless teaching procedures are being used (especially for new skills such as manding) Difficult (acquisition) tasks are interspersed with easy tasks (maintenance) Instructional demands are mixed and varied The pace of instruction is quick (short inter-trial intervals) Skills are taught to fluency Behavior Principles Adequate non-contingent attention is provided for each student Contingent attention is provided for appropriate behavior Applying basic behavior principles accurately and at the proper time o Differential reinforcement o Extinction Data Collection, display, and analysis Count what counts!

64

GUIDELINES FOR TOILET TRAINING

1. When beginning the toilet training program, parents and staff need to identify one or two powerful reinforcers that will only be used in conjunction with the toileting program. 2. Be sure that the student is wearing regular underpants. Diapers, pull-ups, or padded underwear may only be worn each night while the student is sleeping, but should be replaced with underpants when he/she awakes. During the day, plastic bloomers may be worn over the regular underpants to minimize clean up. 3. It is recommended that you promote generalization as quickly as possible. Have the student use a variety of toilets in both the home and school settings. Also make sure multiple adults participate in the toileting program. 4. Keep the student's bladder full most of the day by giving the student as much fluid as he/she can drink. Be aware that giving the student salty foods in order to create an EO to drink may cause the student to retain water. 5. Take the student to the bathroom every 30 minutes. Stay on the toilet for approximately 10 minutes or until the student voids. If the student does not void, instruct him/her to put his/her clothing back on using minimal prompts and allow him/her to leave the bathroom. Boys should also be sitting on the toilet. 6. If the student voids during this time, provide tangible reinforcement and praise immediately. Prompt him/her to pull clothing back on providing the least amount of assistance necessary. Then, allow him/her to leave the bathroom. 7. Every 5 minutes, check the student to see if he/she is dry. Put the student's hand on his/her pants so he/she can check himself/herself. If the student is dry, provide reinforcement and praise. 8. If the student is not dry during "dry checks", be sure he/she touches the wet pants and tell him/her to urinate in the toilet. Then, immediately take him/her to the bathroom and prompt to sit on the toilet for several seconds. Prompt him/her to stand and pull the wet pants back up using minimal prompts. Immediately return to the spot where the accident occurred and follow the routine again. Repeat this positive practice procedure five times. Use full prompting if necessary. After the fifth practice, change the student into dry clothing using minimal prompts and have the student clean the spot where the accident occurred (Staff should have already cleaned the spot and replaced with water for sanitary reasons). Do not provide any direct attention at this time. The positive practice procedure is not intended to be reinforcing for the student. 9. Typically, students will have many toileting accidents when you first begin this procedure. Do not get discouraged. Continue to implement the positive practice procedure. 10. The first time the student self-initiates, stop scheduling the student for toileting time, at this point, you will not schedule him/her again. If you continue to schedule the student, he/she will become dependent on the schedule and not initiate.
65

11. Be sure to continue to fill the students bladder with fluids. Initially, more accidents will begin to occur. Continue to use the positive practice procedure when this happens. 12. The accidents should cease within a short period of time. Usually the student will then begin to initiate frequently. If the student self-initiates one time but never initiates again over the next two weeks, start scheduling him/her again. 13. After the student has had 20 consecutive initiations with no accidents, you may stop forcing fluids. 14. When you are ready to take him/her to public places, fill the student's bladder before you leave so that he/she has the need to urinate when you get there. Find the restroom as soon as you arrive and enter without commenting. Walk to the stall and show him/her the toilet to see if he/she will initiate. If not, try using minimal prompts. 15. If the student has a fairly regular bowel schedule, you may want to schedule him/her to sit on the toilet for a while during that time. 16. Bowel movement accidents may continue to occur after the urination is under control. Resist the temptation to put the student back in diapers. Do not use positive practice for BM accidents. You may allow the student to assist with the clean up. 17. Once the student is urinating and having BM's in the toilet, begin teaching the boys to stand while urinating. 18. Once the student is self-initiating for a period of one month with no accidents, you may then teach him/her to mand for the toilet. Stop the student when he/she is walking to the toilet, temporarily block access to the toilet, and prompt him/her to mand for it. Do not teach the student to mand until self-initiation is strong.

Note: Parental consent may be required to implement this program.

*Adapted from Foxx and Azrin

66

Student: ______________________________ Date Time Urination No Urination Accident Comments

67

TOILET TRAINING DATA SHEET

Students Name: ____________________________ Time Increments: ___________________________
Codes: D = Dry U = Urinated in toilet B = Bowel movement in toilet W = Wet in pants BP = Bowel movement in pants / BP BP BP BP BP BP BP BP BP BP BP BP BP BP BP BP BP BP Thursday / / BP BP BP BP BP BP BP BP BP BP BP BP BP BP BP BP BP BP Friday / / BP BP BP BP BP BP BP BP BP BP BP BP BP BP BP BP BP BP

Monday

/ BP BP BP BP BP BP BP BP BP BP BP BP BP BP BP BP BP BP

Tuesday

/ BP BP BP BP BP BP BP BP BP BP BP BP BP BP BP BP BP BP

Wednesday /

Time:
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Glossary
3-Term Contingency Antecedent Automatic Negative Reinforcement

*Definitions specific to the workshop are provided in this glossary

An antecedent stimulus, behavior, and consequence The stimulus that precedes a behavior The removal or escape of an aversive stimulus (not mediated by another person) that occurs following a behavior and increases the future frequency of that behavior (ex. scratching an insect bite) The addition of sensory input (not mediated by another person) that occurs following a behavior and increases the future frequency of that behavior (ex. self-stimulatory behavior or "stimming") Behaviors are linked together beginning with the last behavior in the sequence A complex behavior consisting of 2 or more component behaviors that occur together in a sequence The stimulus that follows a behavior Reinforcement that is delivered based upon the occurrence of a specific response Reinforcing only those responses within a response class that meet a specific criterion along some dimension(s) (ex. frequency, topography, duration, etc.) and placing all other responses in the class on extinction A stimulus in the environment that signals the availability of reinforcement contingent upon a certain response Vocal imitation Behavior that results in the termination of an aversive stimulus Withholding reinforcement that has maintained a behavior in the past, in order to decrease the future rate of that behavior Behavior that is no longer being reinforced initially increases in intensity, duration, and/or frequency before it decreases (novel topographies may also occur) Responding quickly and accurately Behaviors are linked together beginning with the first behavior in the sequence Indirect, direct, or experimental methods used to identify the function of a behavior
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Automatic Positive Reinforcement

Backward Chaining

Chain

Consequence Contingent Reinforcement

Differential Reinforcement

Discriminative Stimulus (Sd) Echoic Escape Behavior Extinction

Extinction Burst

Fluency Forward Chaining

Functional Behavior Assessment (FBA)

Glossary
Generalization A target skill is demonstrated across novel people, materials, and settings Naming an item when a visual cue is not present given its function, feature, or class

IFFC (Intraverbal by Function, Feature, or Class) Intraverbal

Answering "wh" questions and doing fill-in's without a visual cue present Teaching concepts and skills that are unrelated to a student's reinforcement A verbal-operant topography, currently evoked by 1 stimulus, is additionally (jointly) evoked by a 2nd stimulus Following directions or identifying by selection Selection of an item given its function, feature, or class

IT (Intensive Teaching)

Joint Control

Listener Responding LRFFC (Listener Responding by Function, Feature, or Class) Maintenance Maladaptive Mand

A target skill is retained over time Inappropriate behavior that functions to produce reinforcement for the student Asking for something when it is wanted (vocal, sign, or augmentative communication) Set of conditions in the environment that momentarily effects the value of a reinforcer and the frequency of any behaviors that have produced that reinforcer in the past Copying another person's motor movement The removal of an aversive stimulus from the environment following a behavior, thereby increasing the future frequency of that behavior Using a reinforcing item or activity as the basis of your teaching

Mand

Motivative Operation (MO)

Motor Imitation (Mimetic) Negative Reinforcement

NET (Natural Environment Teaching) Non-Contingent Reinforcement Pairing

Reinforcement that is delivered completely independent of behavior

Repeatedly presenting a neutral or aversive stimulus with a reinforcing stimulus so the neutral or aversive stimulus also becomes reinforcing
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Glossary
Positive Reinforcement Any stimulus (ex. attention, food item, toy/object, activity, etc.) that when presented (added into environment) immediately following a behavior, increases the future frequency of that behavior A stimulus that increases the future likelihood of the behavior that preceded it due to its biological importance (ex. food, water, etc.) The time between the delivery of the Sd and the prompt in which the individual may respond Systematically decreasing the amount of prompting provided The future frequency of a behavior is decreased based upon the occurrence of a consequence A warning stimulus that signals a worsening set of conditions, thereby establishing its own removal as negative reinforcement A stimulus that occurs after a behavior that leads to an increased frequency of that behavior in the future A single instance or occurrence of a specific class or type of behavior A group of responses of varying topography all of which produce the same effect on the environment An area in which reinforcing materials are not accessible to the students Chaining together various signs due to a lack of stimulus control A neutral or aversive stimulus that acquires its reinforcing effect because it has been paired with a primary or previously conditioned secondary reinforcer Using differential reinforcement to produce response classes that more closely resemble the terminal behavior over time Extinguished behavior re-occurs in situations in which it was previously reinforced Naming or labeling (cue present) The behavior to be changed, replaced, increased, or decreased Naming/labeling an item with a cue present given its function, feature, or class The form or appearance of a behavior
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Primary Reinforcer (Unconditioned) Prompt Delay

Prompt Fading Punishment

Reflexive EO

Reinforcement

Response Response Class

Sanitized Environment

Scrolling Secondary Reinforcer (Conditioned)

Shaping

Spontaneous Recovery

Tact Target Behavior TFFC (Tact by Function, Feature, or Class) Topography

Glossary
Transfer Trial The Sd is re-presented and prompting is given after an incorrect or delayed response A stimulus that has momentary reinforcing value because it is necessary to acquire a terminal reinforcer Reinforcement is delivered based upon an average number of responses Any behavior in which reinforcement is socially-mediated (made available by another person)

Transitive EO

Variable Ratio Schedule (VR) Verbal Behavior

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