The Verbal Behavior Approach:

Teaching Children with Autism

Mary Lynch Barbera, RN, MSN, BCBA

www.vbapproach.com
Autism One
May 2008
 Autism Epidemic
• Rate of autism has skyrocketed from 1 in
10,000 in the 1970’s and early 1980’s to 1
in 150 today.

• PA statistics from Department of

Education (students ages 6-21)
– 1993---346 students with autism
– 2003---5,805 students with autism
*****1578% increase in a decade*****
 Cause, Treatment, and Cure

• No known cause although most speculate

an environmental trigger to those with a
genetic predisposition.

• Treatment of choice is early and intensive

behavioral treatment.
 Lovaas Study
• Published in 1987
– 59 children
• 19 received 40 hours/wk 1:1 ABA for 2 years
• 20 received 10 hours/wk
• 20 received standard special education
classrooms/OT/speech

• 47% of those receiving 40 hours/wk of treatment

became “indistinguishable from their peers by first
grade”
 ABA as the treatment of choice

• Applied Behavior Analysis (ABA) is the only

scientifically validated treatment and is
recommended by the U.S. Surgeon General.

• ABA treatment became popular in the mid-

1990’s when Catherine Maurice, a parent of
two children with autism who both “recovered”
from autism using this approach, published two
books detailing Lovaas type ABA therapy.
 My Autism Journey
• July 2, 1999 – Lucas was diagnosed with moderate to severe autism
one day before his third birthday.

• September 1999 – Started 40 hours/wk ABA program with Lovaas

consultant coming monthly.

• June 2000 – Founding President of Autism Society of Berks.

• December 2003 – Became a Board Certified Behavior Analyst and

Lead Behavior Analyst for the PA Verbal Behavior Project.

• May 2005 – Published the results of a single subject multiple

baseline study that I designed in The Analysis of Verbal Behavior.

• May 2007 –Anticipated publication of my book: The Verbal

Behavior Approach: How to Teach Children with Autism and
Related Disorders.
An Overview of ABA
 Applied Behavior Analysis (ABA)

• Definition

“Applied behavior analysis is the science in

which procedures derived from the principles
of behavior are systematically applied to
improve socially significant behavior.”
(Cooper, Heron, and Heward)
 Basic Behavioral Principles
Antecedent - any stimulus that happens
before a behavior

Behavior - an observable and

measurable act of an individual

Consequence - any stimulus that happens

after a behavior
 Three (Really Four) Term
Contingency
Antecedent--Behavior--Consequences

Motivation is now seen as playing a

significant role in this model (Michael)
 Examples of Three Term
Contingency

• “Touch nose” – Child touches nose – receives piece

of cookie

• “Do Puzzle” – Child falls to floor – Demand withdrawn

 You use the principles of ABA
all day long!
• ABA is used to:

– Increase positive behaviors

• Language, self care skills, academic skills.
– Decrease negative behaviors
• Tantrums, biting, kicking, crying
 Using ABA and Verbal
Behavior (VB) to Increase
Positive Behaviors

• Increasing language and learning skills

using the principles of ABA and B.F.
Skinner’s Analysis of Verbal Behavior
Applied Behavior Analysis

Direct
Discrete Trial Instruction Verbal
Behavior
Teaching
Intensive
Lovaas type
behavioral Incidental
Therapy Intervention Teaching

Precision Teaching
Fluency Based Instruction
What is Verbal Behavior?
Behavior that is reinforced through the
mediation of another person’s behavior
Dual Path of Applied Behavior Analysis Research

LOVAAS (UCLA) MICHAEL (WMU)

ABA Research ABA Research

Plus Plus
Discrete Trial Training Discrete Trial Training
(structure) Plus
Skinner’s Analysis of
Verbal Behavior
(function)
 Common terms for the Verbal
Operants
Mand = request
Tact = label
Intraverbal = conversation,
answering a question, responding
when someone else talks
Echoic = repeating what someone
else says
Receptive or Listener Responding =
following directions
What is “Coffee”???????
Is it a…

• MAND?

• TACT?

• INTRAVERBAL?
 Verbal Operants
Verbal Antecedent Behavior Consequence
Operant
Mand Motivative Operation Verbal behavior Direct reinforcement
( wants cookie) (says “cookie”) (gets cookie)

Tact Sensory Stimuli Verbal behavior Non-specific

(sees or smells (says “cookie”) reinforcement
cookie) (gets praised, for
instance)
Intraverbal Verbal stimulus Verbal behavior Non-specific
(someone (says “cookie”) reinforcement
says:”What do you (gets praised, for
eat?” instance)
Echoic Verbal Stimulus Verbal behavior: Non-specific
(someone says repeats all or part of reinforcement
“cookie”) antecedent (gets praised, for
(says “cookie”) instance)
Receptive Verbal stimulus Non-verbal behavior Non-specific
(actually not a (someone says (child touches reinforcement
verbal operant) “touch cooke”)* cookie) (gets praised, for
instance)
 Two other related skills:
Imitation: Given another person’s motor
action in the antecedent condition, the
child performs the same action.

Match to Sample: matching activities

involving either identical or non-identical
items. (This is a very simplistic definition
for a very critical skill area also referred
to as conditional discriminations.)
Teaching the Mand
 Why Teaching Mands is
Important

• It helps children avoid frustration in

communicating their needs and wants
• It is relatively easy to do because you are
using the child’s own motivation as a tool
• It is a natural first step in teaching
communication
 The Mand
(Requesting)
All mands have one thing in common: in
the antecedent condition, there is a
Motivative Operation (or motivation) in
place.
A= thirst (MO)
B= “I want juice”
C= student gets juice
If a child does not want the item, you
cannot teach them to mand for it.
Examples of contriving an MO
• Holding up an M&M within eyesight of the
child
• Giving the child a bottle with a tight lid. In
the bottle is his favorite toy.
• Giving the child a bowl of cereal with no
spoon.
• Giving the child a toy that requires batteries
but withholding the batteries
• Briefly turning on his or her favorite video.
• Giving a bit of his or her favorite snack to
another child.
 When Negative Behaviors
Occur During Mand Training

Do not reinforce whining/crying or other

negative behaviors

Count and Mand

Child has to learn that crying will not get

them anything….appropriate manding will!
 Keep Number and Effort of
Demands Low at First
• Gradually fade in more difficult tasks
• Avoid escape oriented behaviors: effort
and demands should always be
outweighed by easy responding
• Make demands low at first: deliver
reinforcement much more often than
you ask the child to perform
 Daniel’s ABLLS A-H
ABLLS is an assessment of language and learning skills originally developed by James W. Partington, Ph.D. and Mark L. Sundberg, Ph.D.
This spreadsheet is for private use only
Color Key Date
January 0, 1900 C 52 ● . . . .
January 0, 1900 C 51 ● . . . .
January 0, 1900 C 50 ● . . . .
C 49 ● . . . .
C 48 ● . . . .
C 47 ● . . . .
C 46 ● . . . .
C 45 ● . . . .
C 44 ● . . . .
C 43 ● . . . .
C 42 ● . . . . G 42 ●. . . . H 42 ●. . . .
C 41 ● . . . . G 41 ●. . . . H 41 ●. . . .
C 40 ● . . . . G 40 ●. . . . H 40 ●. . . .
C 39 ● . . . . G 39 ●. . . . H 39 ●. . . .
C 38 ● . . . . G 38 ●. . . . H 38 ●. . . .
C 37 ● . . . . G 37 ●. . . . H 37 ●. . . .
C 36 ● . . . . G 36 ●. . . . H 36 ●. . . .
C 35 ● . . . . G 35 ●. . . . H 35 ●. . . .
C 34 ● . . . . G 34 ●. . . . H 34 ●. . . .
C 33 ● . . . . G 33 ●. . . . H 33 ●. . . .
C 32 ● . . . . G 32 ●. . . . H 32 ●. . . .
C 31 ● . . . . G 31 ●. . . . H 31 ●. . . .
C 30 ● . . . . G 30 ●. . . . H 30 ●. . . .
C 29 ● . . . . G 29 ●. . . . H 29 ●. . . .
C 28 ● . . . . G 28 ●. . . . H 28 ●. . . .
C 27 ● . . . . F 27 ●. . . . G 27 ●. . . . H 27 ●. . . .
C 26 ● . . . . F 26 ●. . . . G 26 ●. . . . H 26 ●. . . .
C 25 ● . . . . F 25 ●. . . . G 25 ●. . . . H 25 ●. . . .
C 24 ● . . . . F 24 ●. . . . G 24 ●. . . . H 24 ●. . . .
C 23 ● . . . . F 23 ●. . . . G 23 ●. . . . H 23 ●. . . .
C 22 ● . . . . F 22 ●. . . . G 22 ●. . . . H 22 ●. . . .
B 21 ● . . . . C 21 ● . . . . F 21 ●. . . . G 21 ●. . . . H 21 ●. . . .
B 20 ● . . . . C 20 ● . . . . F 20 ●. . . . G 20 ●. . . . H 20 ●. . . .
B 19 ● . . . . C 19 ● . . . . F 19 ●. . . . G 19 ●. . . . H 19 ●. . . .
B 18 ● . . . . C 18 ● . . . . F 18 ●. . . . G 18 ●. . . . H 18 ●. . . .
B 17 ● . . . . C 17 ● . . . . F 17 ●. . . . G 17 ●. . . . H 17 ●. . . .
B 16 ● . . . . C 16 ● . . . . F 16 ●. . . . G 16 ●. . . . H 16 ●. . . .
B 15 ● . . . . C 15 ● . . . . F 15 ●. . . . G 15 ●. . . . H 15 ●. . . .
B 14 ● . . . . C 14 ● . . . . F 14 ●. . . . G 14 ●. . . . H 14 ●. . . .
B 13 ● . . . . C 13 ● . . . . D 13 ● . . . . F 13 ●. . . . G 13 ●. . . . H 13 ●. . . .
B 12 ● . . . . C 12 ● . . . . D 12 ● . . . . F 12 ●. . . . G 12 ●. . . . H 12 ●. . . .
A 11 ● . . . . B 11 ○ 1 . . . C 11 ● . . . . D 11 ● . . . . F 11 ●. . . . G 11 ●. . . . H 11 ●. . . .
A 10 ● . . . . B 10 ○ 1 1 . . C 10 ● . . . . D 10 ● . . . . F 10 ●. . . . G 10 ●. . . . H 10 ●. . . .
A 9 ○ 1 1. . B 9 ○ 1 1. . C 9 ●. . . . D 9 ●. . . . E 9 ●. . . . F 9 ●. . . . G 9 ●. . . . H 9 ●. . . .
A 8 ○ 1. . . B 8 ●. . . . C 8 ●. . . . D 8 ●. . . . E 8 ●. . . . F 8 ●. . . . G 8 ●. . . . H 8 ●. . . .
A 7 ○ 1. . . B 7 ●. . . . C 7 ●. . . . D 7 ●. . . . E 7 ●. . . . F 7 ●. . . . G 7 ●. . . . H 7 ●. . . .
A 6 ○ 1 1. . B 6 ●. . . . C 6 ●. . . . D 6 ●. . . . E 6 ●. . . . F 6 ●. . . . G 6 ●. . . . H 6 ●. . . .
A 5 ○ 1 1. . B 5 ●. . . . C 5 ●. . . . D 5 ●. . . . E 5 ●. . . . F 5 ●. . . . G 5 ●. . . . H 5 ●. . . .
A 4 ○ 1 1. . B 4 ●. . . . C4 ○ 1 1. . D 4 ●. . . . E 4 ●. . . . F 4 ●. . . . G 4 ●. . . . H 4 ●. . . .
A 3 ○ 1 1 1 1 B 3 ●. . . . C3 ○ 1 1. . D 3 ●. . . . E 3 ●. . . . F 3 ●. . . . G 3 ●. . . . H 3 ●. . . .
A 2 ○ 1 1. . B 2 ●. . . . C2 ○ 1 1. . D 2 ●. . . . E 2 ●. . . . F 2 ●. . . . G 2 ●. . . . H 2 ●. . . .
A 1 ○ 1 1 1 1 B 1 ○ 1. . . C1 ○ 1 1. . D 1 ○ 1 1. . E 1 ●. . . . F 1 ○1 1 1 1 G 1 ●. . . . H 1 ●. . . .

A - Cooperation & B - Visual C - Receptive D - Imitation E - Vocal F - Requests G - Labelling H - Intraverbals

Reinforcer Performance Language Imitation
Effectiveness
 Daniel’s ABLLS I-R

L 22 ? . . . .
L 21 ? . . . .
J 20 ? . . . . L 20 ? . . . .
J 19 ? . . . . L 19 ? . . . .
J 18 ? . . . . L 18 ? . . . .
J 17 ? . . . . L 17 ? . . . .
J 16 ? . . . . L 16 ? . . . .
J 15 ? . . . . L 15 ? . . . . Q 15 ? . . . .
J 14 ? . . . . L 14 ? . . . . Q 14 ? . . . .
J 13 ? . . . . L 13 ? . . . . Q 13 ? . . . .
J 12 ? . . . . L 12 ? . . . . M 12 ? . . . . Q 12 ? . . . .
J 11 ? . . . . L 11 ? . . . . M 11 ? . . . . Q 11 ? . . . .
J 10 ? . . . . K 10 ? . . . . L 10 ? . . . . M 10 ? . . . . N 10 ? . . . . Q 10 ? . . . .
I 9 ? . . . . J 9 ? . . . . K 9 ? . . . . L 9 ? . . . . M 9 ? . . . . N 9 ? . . . . Q 9 ? . . . .
I 8 ? . . . . J 8 ? . . . . K 8 ? . . . . L 8 ? . . . . M 8 ? . . . . N 8 ? . . . . Q 8 ? . . . .
I 7 ? . . . . J 7 ? . . . . K 7 ? . . . . L 7 ? . . . . M 7 ? . . . . N 7 ? . . . . Q 7 ? . . . .
I 6 ? . . . . J 6 ? . . . . K 6 ? . . . . L 6 ? . . . . M 6 ? . . . . N 6 ? . . . . P 6 ? . . . . Q 6 ? . . . .
I 5 ? . . . . J 5 ? . . . . K 5 ? . . . . L 5 ? . . . . M 5 ? . . . . N 5 ? . . . . P 5 ? . . . . Q 5 ? . . . .
I 4 ? . . . . J 4 ? . . . . K 4 ? . . . . L 4 ? . . . . M 4 ? . . . . N 4 ? . . . . P 4 ? . . . . Q 4 ? . . . .
I 3 ? . . . . J 3 ? . . . . K 3 ? . . . . L 3 ? . . . . M 3 ? . . . . N 3 ? . . . . P 3 ? . . . . Q 3 ? . . . .
I 2 ? . . . . J 2 ? . . . . K 2 ? 1 1. . L 2 ? . . . . M 2 ? . . . . N 2 ? . . . . P 2 ? . . . . Q 2 ? . . . .
I 1 ? 1. . . J 1 ? . . . . K 1 ? 1 1 1 1 L 1 ? 1 1. . M 1 ? . . . . N 1 ? . . . . P 1 ? . . . . Q 1 ? . . . .

I - Spontaneous J - Syntax and K - Play and L - Social M - Group N - Classroom P - Generalized Q - Reading
Vocalization Grammar Leisure Interaction Instruction Routines Responding
 Daniel’s ABLLS S-Z

Y 28 ? . . . . Z 28 ? . . . .
Y 27 ? . . . . Z 27 ? . . . .
Y 26 ? . . . . Z 26 ? 1 1 1 1
Y 25 ? . . . . Z 25 ? . . . .
Y 24 ? . . . . Z 24 ? . . . .
Y 23 ? . . . . Z 23 ? . . . .
Y 22 ? 1 1 1 1 Z 22 ? . . . .
Y 21 ? . . . . Z 21 ? . . . .
Y 20 ? . . . . Z 20 ? . . . .
Y 19 ? . . . . Z 19 ? . . . .
Y 18 ? . . . . Z 18 ? . . . .
Y 17 ? . . . . Z 17 ? 1 1 1 1
Y 16 ? . . . . Z 16 ? 1 1 1 1
U 15 ? . . . . Y 15 ? . . . . Z 15 ? . . . .
U 14 ? . . . . Y 14 ? . . . . Z 14 ? . . . .
U 13 ? . . . . Y 13 ? . . . . Z 13 ? . . . .
U 12 ? . . . . Y 12 ? . . . . Z 12 ? . . . .
U 11 ? . . . . Y 11 ? . . . . Z 11 ? . . . .
U 10 ? . . . . V 10 ? . . . . X 10 ? . . . . Y 10 ? . . . . Z 10 ? . . . .
S 9 ? . . . . U 9 ? . . . . V 9 ? . . . . X 9 ? . . . . Y 9 ? . . . . Z 9 ? . . . .
S 8 ? . . . . U 8 ? . . . . V 8 ? . . . . X 8 ? . . . . Y 8 ? 1 1 1 1 Z 8 ? 1 1 1 1
S 7 ? . . . . U 7 ? . . . . V 7 ? . . . . W 7 ? . . . . X 7 ? . . . . Y 7 ? 1 1 1 1 Z 7 ? 1 1 1 1
S 6 ? . . . . T 6 ? . . . . U 6 ? . . . . V 6 ? . . . . W 6 ? . . . . X 6 ? . . . . Y 6 ? . . . . Z 6 ? . . . .
S 5 ? . . . . T 5 ? . . . . U 5 ? . . . . V 5 ? . . . . W 5 ? . . . . X 5 ? . . . . Y 5 ? 1 1 1 1 Z 5 ? 1 1 1 1
S 4 ? . . . . T 4 ? . . . . U 4 ? . . . . V 4 ? . . . . W 4 ? . . . . X 4 ? . . . . Y 4 ? 1 1 1 1 Z 4 ? 1 1 1 1
S 3 ? . . . . T 3 ? . . . . U 3 ? . . . . V 3 ? . . . . W 3 ? . . . . X 3 ? . . . . Y 3 ? 1 1 1 1 Z 3 ? 1 1 1 1
S 2 ? . . . . T 2 ? . . . . U 2 ? . . . . V 2 ? 1 1. . W 2 ? . . . . X 2 ? . . . . Y 2 ? 1 1 1 1 Z 2 ? 1 1 1 1
S 1 ? . . . . T 1 ? . . . . U 1 ? . . . . V 1 ? 1 1 1 1 W 1 ? . . . . X 1 ? . . . . Y 1 ? 1 1 1 1 Z 1 ? 1 1 1 1

S - Writing T - Spelling U - Dressing V - Eating W - Grooming X - Toileting Y - Gross Motor Z - Fine Motor
 Mason’s ABLLS
o C52
o C51
o C50
Name: Mason o C49
o C48
DOB: o C47
o C46
o C45
o C44
o C43
J an 05 2005 o C42 o G42 o H42
o C41 o G41 o H41
2/25/2005 o C40 o G40 o H40
o C39 o G39 o H39
o C38 o G38 o H38
o C37 o G37 o H37
o C36 o G36 o H36
o C35 o G35 o H35
o C34 o G34 o H34
o C33 o G33 o H33
o C32 o G32 o H32
o C31 o G31 o H31
o C30 o G30 o H30
o C29 o G29 o H29
o C28 o G28 o H28
o C27 o F27 o G27 o H27
o C26 o F26 o G26 o H26
o C25 o F25 o G25 o H25
o C24 o F24 o G24 o H24
o C23 o F23 o G23 o H23
o C22 o F22 o G22 o H22
o B21 o C21 o F21 o G21 o H21
o B20 o C20 o F20 o G20 o H20
o B19 o C19 o F19 o G19 o H19
o B18 o C18 o F18 o G18 o H18
o B17 o C17 o F17 o G17 o H17
o B16 o C16 o F16 o G16 o H16
o B15 o C15 o F15 o G15 o H15
o B14 o C14 o F14 o G14 o H14
o B13 o C13 o D13 o F13 o G13 o H13
o B12 o C12 o D12 o F12 o G12 o H12
o A11 o B11 o C11 o D11 o F11 o G11 o H11
o A10 o B10 o C10 o D10 o F10 o G10 o H10
o A9 o B9 o C9 o D9 o E9 o F9 o G9 o H9 o I9
o A8 o B8 o C8 o D8 o E8 o F8 o G8 o H8 o I8
o A7 o B7 o C7 o D7 o E7 o F7 G7 o H7 o I7
o A6 o B6 o C6 o D6 o E6 o F6 o G6 o H6 o I6
o A5 o B5 o C5 o D5 o E5 o F5 o G5 o H5 o I5
o A4 o B4 o C4 o D4 o E4 o F4 o G4 o H4 o I4
o A3 o B3 o C3 o D3 o E3 o F3 o G3 o H3 o I3
o A2 o B2 o C2 o D2 o E2 o F2 o G2 o H2 o I2
o A1 o B1 o C1 o D1 o E1 o F1 o G1 o H1 o I1
Cooperation Visual Receptive Imitation Vocal Imitation Requests Labeling Intraverbals Spontaneous
& Reinforcers Performance Language Vocals
 ABLLS--Lucas
Color Key Date
9/6/2007 Lucas B. C 52 1 1 1 1
June 7, 2007 C 51 1 1 1 1
January 0, 1900 C 50 1 1. .
C 49 . . . .
C 48 1 1. .
C 47 1 2 2.
C 46 2 2. .
C 45 1 1 1 1
C 44 1 1 1 1
C 43 . . . .
C 42 1 1. . G 42 . . . . H 42 . . . .
C 41 1 1 1 1 G 41 . . . . H 41 . . . .
C 40 1 1 1 1 G 40 . . . . H 40 . . . .
C 39 1 1 1 1 G 39 . . . . H 39 . . . .
C 38 1 1. . G 38 . . . . H 38 . . . .
C 37 1 1 1 1 G 37 . . . . H 37 . . . .
C 36 1 1 1 1 G 36 . . . . H 36 . . . .
C 35 1 1. . G 35 . . . . H 35 . . . .
C 34 1 1 1 1 G 34 . . . . H 34 . . . .
C 33 1 1 1 1 G 33 . . . . H 33 1 1 . .
C 32 1 1 1 1 G 32 1 . . . H 32 . . . .
C 31 1 1 1 1 G 31 . . . . H 31 . . . .
C 30 1 1 1 1 G 30 . . . . H 30 . . . .
C 29 1 1 1 1 G 29 . . . . H 29 . . . .
C 28 1 1 1 1 G 28 1 1 1 1 H 28 . . . .
C 27 1 1 1 1 F 27 1 1 . . G 27 1 1 1 1 H 27 . . . .
C 26 1 1 1 1 F 26 . . . . G 26 1 1 . . H 26 1. . .
C 25 1 1 1 1 F 25 . . . . G 25 1 2 2 2 H 25 . . . .
C 24 . . . . F 24 1 1 . . G 24 . . . . H 24 . . . .
C 23 1 1 1 1 F 23 . . . . G 23 2 2 2 2 H 23 . . . .
C 22 1 1 1 1 F 22 1 1 . . G 22 2 2 2 2 H 22 . . . .
B 21 1 1 1 1 C 21 1 1 2 2 F 21 . . . . G 21 . . . . H 21 . . . .
B 20 1 1 . . C 20 1 1 1 1 F 20 . . . . G 20 . . . . H 20 . . . .
B 19 1 1 . . C 19 1 1 1 1 F 19 . . . . G 19 . . . . H 19 . . . .
B 18 1 1 1 1 C 18 1 1 1 1 F 18 . . . . G 18 2 2 . . H 18 . . . .
B 17 1 1 1. C 17 1 1 1 1 F 17 . . . . G 17 1 1 1. H 17 . . . .
B 16 1 1 1. C 16 1 1 1 1 F 16 . . . . G 16 1 1 1 2 H 16 1 1 . .
B 15 1 1 1. C 15 1 1 1 1 F 15 . . . . G 15 1 1 1 1 H 15 1 1 1 .
B 14 1 1 1 1 C 14 1 1 1 1 F 14 . . . . G 14 1 1 1 1 H 14 1. . .
B 13 1 1 1 1 C 13 1 1 1 1 D 13 . . . . F 13 . . . . G 13 1 1 1 1 H 13 1 1 . .
B 12 1 1 1 1 C 12 1 1 1 1 D 12 1 1 1 1 F 12 1 1 . . G 12 1 1 1 1 H 12 1 1 1 .
A 11 1 1 . . B 11 1 1 1 1 C 11 1 1 1 1 D 11 1 1 1 1 F 11 1 1 . . G 11 1 1 2 2 H 11 1 1 . .
A 10 . . . . B 10 1 1 1 1 C 10 1 1 1 1 D 10 1 1 1 1 F 10 1 1 . . G 10 1 1 1 2 H 10 1 1 . .
A 9 . . . . B 9 1 1 1 1 C 9 1 1 1 1 D 9 1 1 1 1 E 9 1 1 1 . F 9 1 1 1 1 G 9 1 1 1 1 H 9 1 1 . . I 9 . . . .
A 8 1 2 2 2 B 8 1 1 1 1 C 8 1 1 1 1 D 8 1 1 1 1 E 8 1 1 1 1 F 8 1 1 1. G 8 . . . . H 8 1 1 . . I 8 1 1. .
A 7 1 1 1 1 B 7 1 1 . . C 7 1 1 1 1 D 7 1 1 1 1 E 7 1 1 1 1 F 7 1. . . G 7 . . . . H 7 1 1 1 . I 7 1 1 1 1
A 6 1 1 1 1 B 6 1 1 1 1 C 6 1 1 1 1 D 6 1 1 1 1 E 6 1 1 2 . F 6 1 1 1 1 G 6 1 1 1 1 H 6 1 1 1 1 I 6 1 1 1 1
A 5 1 1 1 1 B 5 1 1 1 1 C 5 1 1 1 1 D 5 1 1 1 1 E 5 1 1 1 . F 5 1 1 1 1 G 5 1 1 1 1 H 5 1 1 1 1 I 5 1 1 1 1
A 4 1 1 1 1 B 4 1 1 1 1 C 4 1 1 1 1 D 4 1 1 1 1 E 4 1 1 1 1 F 4 1 1 1 1 G 4 1 1 1 1 H 4 1 1 1 1 I 4 1 1 1 1
A 3 1 1 1 1 B 3 1 1 1 1 C 3 1 1 1 1 D 3 1 1 1 1 E 3 1 1 1 1 F 3 1 1 1 1 G 3 1 1 1 1 H 3 . . . . I 3 1 1 1 .
A 2 1 1 1 1 B 2 1 1 1 1 C 2 1 1 1 1 D 2 1 1 1 1 E 2 1 1 1 1 F 2 1 1 1 1 G 2 1 1 1 1 H 2 1 1 1 1 I 2 1 1 1 1
A 1 1 1 1 1 B 1 1 1 1 1 C 1 1 1 1 1 D 1 1 1 1 1 E 1 1 1 1 1 F 1 1 1 1 1 G 1 1 1 1 1 H 1 1 1 1 1 I 1 1 1 1 1

A - Cooperation & B - Visual C - Receptive D - Imitation E - Vocal F - Requests G - Labelling H - Intraverbals I - Spontaneous
Reinforcer Performance Language Imitation Vocalization
Effectiveness
 VB MAPP--Lucas
Key:                
  Score    Date        
  Color    Tester                 
Child's name                  
Lucas Barbera 1st test:            
117.5 Aug­07            M. Barbera
Date of birth   7/3/1996 2nd test:                                                       
3rd test:                                                                   

                LEVEL 3
   Mand     Tact Listener VP/MTS    Math Reading Writing Social/play  LRFFC      IV   Group    Ling.

15

14

13

12

11

                   LEVEL 2
   Mand     Tact Listener VP/MTS Imitation  Echoic    Play  Social  LRFFC       IV Group/CR    Ling.

10

                   LEVEL 1
   Mand     Tact Listener VP/MTS Imitation  Echoic    Play  Social    Vocal

`              
5                
              
4               

1
Language Barriers--Lucas
Key              Date   Color Tester

Child's name:  Lucas Barbera 1st Asses.  08/2007              M. Barbera

Date of birth:  7/3/1996 2nd Asses.                                   

3rd Asses.                                    

Inst. Control                                          
Behavior Prob. Defective Mand                                  
Defective Tact Defective Imit.        
Defective Echo Defective MTS

1
1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3

D
Defective List. Defective IV Prompt Dep. Generalization     Scrolling Defective Scan Defective C

1
1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3

  Weak MOs RR Weakens MO   Self­Stim Defective Artic.        OCB Reinf. Depend.   Attending

1
1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3
 A Baker’s Dozen Intervention Tips
for Children with Delays

• Thirteen tips based on the

science of ABA and BF Skinner’s
analysis of Verbal Behavior that
you can start using immediately
with all children and adults with
language delays and disorders
 # 1 – Be Positive

1. Be Positive! Use 8 positives for

every negative. Don’t overuse the
child’s name especially when
saying “no” or placing a demand
 #2 Pairing

2. “Pair” yourself and the environment

with reinforcement by giving the
child lots of reinforcement with no
effort required .
 # 3 Giving Directions
3. When giving a child a direction

• Simplify the language

• Make sure you are close enough and loud
enough for him to hear.
• Get down to child’s level to get child’s attention
• Only give directions you can make the child do
• Give the instruction only once and, if no
response, prompt the child to complete the task.
• Don’t give the child a direction you’re not willing
to follow through with
 #4 Reinforcement

4.Look for things that reinforce the child.

Set up high interest activities:
bubbles, water play, balls, wind up toys
to see if any of these are motivators.
Put these things out of reach so the
child needs you to get them.
 #5 Mand Training

1. Teach the child to communicate

his needs and wants…first by
pulling, reaching…then by using
sign language, pictures, or words.
Teach 3-5 signs at a time.
 #6 Matching

2. Teach the child to match items and

pictures. Label the item instead of
using the command “match” or “put
with same.”
 # 7 Imitation

7. Teach imitation skills.

– With objects/toys.
– Gross motor….Pick 2 or 3
movements to target at the
same time. Provide as much
prompting as needed to ensure
the child is successful.
 # 8 Receptive Skills

8. Teach receptive skills:

• touch body parts, items or pictures

• pick 2 or 3 receptive skills
• provide as much prompting as needed
to ensure the child is successful.
 #9 Give Directions You Can
Prompt

9. Since you can’t force a child to

speak, do not use “say______” if the

child cannot speak or if this is a hard

skill. (Say “cookie, cookie, cookie”
as you deliver a small piece of
cookie)
 # 10 Teach Fill-ins to Songs

10. Use music and familiar nursery

rhymes…leave the last word of
each line blank to see if child fills
it in.
 # 11 Sabotage Daily Life
1. Sabotage daily life to see if child
notices/indicates/or requests:

• Give cup without juice.

• Cereal without spoon.
• Coming upstairs, do not turn off music.
• Spill milk…don’t clean it up immediately.
• Go a different route in the mall.
 # 12 Do Not Reinforce Problem
Behavior
12. Do not respond whining, kicking,
screaming and other negative behaviors.

For problem behavior related to access to

attention/tangibles:
• Walk away, Ignore, or use the Count and
Mand procedure

For escape related problem behavior:

• Ignore problem behavior and continue
demand
 # 13 Prevent and Correct Errors
throughout the day!
Instructor: Points to an apple and says
What is it?
Child: “bird.”
Instructor: “What is it—apple”
Child: echoes “apple”
Instructor: Right, what is it?
Child: “apple”
Instructor: Presents 2-3 easy demands
and then “what is it?”
Child: “apple”
 Some Take Home Points
for Use With All Children (and Adults)

• Pairing
• Manding
• Once the child can mand for items, ease
in demands gradually
• Prevent and Correct Errors throughout
the day
• Don’t reinforce problem behaviors
 Switching to an ABA/VB
approach

• Scientifically validated approach

• Child friendly
• Should see decrease in negative and
increase in positive behaviors fairly quickly
• Data based decision making
• Encourages all team members to treat
behaviors consistently and increase
demands at the same pace.
 Questions?

• www.verbalbehaviorapproach.com

• Mary@verbalbehaviorapproach.com

• Thank You!