A Behavioral Approach to A Behavioral Approach to Communication SkillsCommunication Skills

Benjamin R. Thomas, M.A., BCBABenjamin R. Thomas, M.A., BCBA

BehaviorBehavior

• Behavior is anything people:Behavior is anything people:

Do Do

or or

SaySay

Appropriate BehaviorsAppropriate Behaviors

• Communication with othersCommunication with others

• Play and leisure skillsPlay and leisure skills

• Social behaviors with family and Social behaviors with family and friendsfriends

• Following directions/listeningFollowing directions/listening

• Etc.Etc.

Communication BehaviorsCommunication Behaviors• Appropriate communication is often Appropriate communication is often

difficult for people with disabilitiesdifficult for people with disabilities

• Children who cannot Children who cannot communicate basiccommunicate basic needsneeds may have very frustrating lives may have very frustrating lives

• Many children can learn inappropriate Many children can learn inappropriate ways to request things or to make things ways to request things or to make things they don’t like go away, like whining to get they don’t like go away, like whining to get attention or laying on the floor to get out attention or laying on the floor to get out of school workof school work

BehaviorBehavior

• Behavior is:Behavior is:

– Nonverbal:Nonverbal: interacts with interacts with environment onlyenvironment only

– Verbal:Verbal: interacts/communicates interacts/communicates with another personwith another person

How is Language Measured in How is Language Measured in a Traditional Linguistic a Traditional Linguistic

Analysis?Analysis?• The focus is on response forms, topography, and structureThe focus is on response forms, topography, and structure• PhonemesPhonemes• MorphemesMorphemes• LexiconLexicon• SyntaxSyntax• GrammarGrammar• SemanticsSemantics• Mean length of utterances (MLU); words, phrases, Mean length of utterances (MLU); words, phrases,

sentencessentences • Classification system: nouns, verbs, prepositions, Classification system: nouns, verbs, prepositions,

adjectives, adverbs, etc.adjectives, adverbs, etc.

What is “Verbal Behavior?”What is “Verbal Behavior?”

• Verbal Behavior = BehaviorVerbal Behavior = Behavior

• Operant conditioning: B.F. SkinnerOperant conditioning: B.F. Skinner

• Verbal Behavior that is learned via the Verbal Behavior that is learned via the same mechanisms as other behaviorsame mechanisms as other behavior– ReinforcementReinforcement– PunishmentPunishment– A-B-CA-B-C

Applied Behavior Analysis (ABA)Applied Behavior Analysis (ABA)

•The three-term contingencyThe three-term contingency (ABC analysis)(ABC analysis)

AntecedentAntecedent BehaviorBehavior ConsequenceConsequence Child wants juiceChild wants juice Says “Juice” Says “Juice” Parent gives child Parent gives child

juice juice

AntecedentAntecedent BehaviorBehavior ConsequenceConsequence Child doesn’t want Child doesn’t want Runs from adults Runs from adults Delays taking a bath Delays taking a bath

to take a bathto take a bath and gets chased and gets chased

What Causes Behaviors?What Causes Behaviors?

Antecedent:Antecedent: - The - The cuescues for the behavior for the behavior

- Where and when a behavior is likely to occur- Where and when a behavior is likely to occur

Consequence:Consequence: -- The events that follow a behavior The events that follow a behavior

– What happens immediately after a behavior occurs?What happens immediately after a behavior occurs?– Reinforcement or punishmentReinforcement or punishment

What is Reinforcement?What is Reinforcement?

• Reinforcement is a consequence (follows a behavior)Reinforcement is a consequence (follows a behavior)• Reinforcement is Reinforcement is anythinganything that increases a behavior that increases a behavior

• Reinforcement can be getting good things (e.g., Reinforcement can be getting good things (e.g., attention, toys, food) – attention, toys, food) – positive reinforcementpositive reinforcement

• Reinforcement can be delaying or making things go away Reinforcement can be delaying or making things go away (e.g., demands, bedtime, noisy toys)(e.g., demands, bedtime, noisy toys)

--negative reinforcementnegative reinforcementActivity Activity

How is verbal behavior How is verbal behavior different?different?

• In Verbal Behavior, reinforcement is In Verbal Behavior, reinforcement is mediatedmediated by another person by another person

• It is socialIt is social

• It involves more than one person, not It involves more than one person, not just the person and the environmentjust the person and the environment

““Behavior” versus “Verbal Behavior” versus “Verbal Behavior”Behavior”

AA BB CC

ThirstThirst Get water Get water from from

faucetfaucet

Drink Drink waterwater

ThirstThirst Ask mom Ask mom for waterfor water

Drink Drink waterwater

What about this example?What about this example?

AA BB CC

ThirstThirst Pull mom Pull mom to sink to sink and cryand cry

Drink Drink waterwater

Skinner’s focusSkinner’s focus

• Skinner focused on the development Skinner focused on the development of expressive behaviorsof expressive behaviors

• Expressive behaviors involve the Expressive behaviors involve the individual as SPEAKERindividual as SPEAKER

What do verbal behaviors look What do verbal behaviors look like?like?

• Forms of verbal behavior may include:Forms of verbal behavior may include:– Gestures (Pointing, sign language)Gestures (Pointing, sign language)– Say the wordSay the word– Exchange a picture Exchange a picture – Use a computer/voice output device (iPad, Use a computer/voice output device (iPad,

etc.)etc.)– Writing a word Writing a word – Challenging behaviors: whine, cry, hit, kick, Challenging behaviors: whine, cry, hit, kick,

laying on the floor, pulling own hair, etc.laying on the floor, pulling own hair, etc.

Why are communication skills Why are communication skills important?important?

• Interaction with social environmentInteraction with social environment

• Communicating basic needs/wantsCommunicating basic needs/wants

• Developing friendships/maintaining Developing friendships/maintaining relationshipsrelationships

• Core deficit in all people with Core deficit in all people with PDD/AutismPDD/Autism

• Majority of challenging behaviors stem Majority of challenging behaviors stem from deficit in communication skillsfrom deficit in communication skills

Why is a Verbal Behavior Why is a Verbal Behavior approach important for approach important for children with communication children with communication delays?delays?• TheoryTheory

– Tool for analysisTool for analysis•What’s workingWhat’s working•What’s not workingWhat’s not working

• Implications for teachingImplications for teaching– Related to core deficitsRelated to core deficits– Emphasis on environmentEmphasis on environment

– Focus on Focus on FunctionFunction

What do we mean by What do we mean by function?function?

• What determines or controls the What determines or controls the response or behavior?response or behavior?– What is the antecedent?What is the antecedent?– What is the consequence?What is the consequence?

• What is the form of the response?What is the form of the response?

Basic expressive (verbal) Basic expressive (verbal) behaviorsbehaviors• What controls the speaker’s responseWhat controls the speaker’s response

– Echoic:Echoic: (verbal imitation) – matches (verbal imitation) – matches what the person hearswhat the person hears

– MandMand: (request) specifies what the : (request) specifies what the person wantsperson wants

– Tact:Tact: (label) communicates what the (label) communicates what the person sees, hears, tastes, smellsperson sees, hears, tastes, smells

– IntraverbalIntraverbal – responds to what person – responds to what person hears & does not matchhears & does not match

AA BB CC

EchoicEchoic Parent says Parent says “Mommy”“Mommy”

““Mommy”Mommy” Parent says Parent says “Yeah! You “Yeah! You said said Mommy!”Mommy!”

MandMand Hungry, Hungry, wants wants crackercracker

““Cracker”Cracker” Teacher Teacher gives gives crackercracker

TactTact Teacher Teacher asks “What asks “What color is color is this?”this?”

““Blue”Blue” Teacher Teacher says says “That’s “That’s right it is right it is blue!”blue!”

IntraverbaIntraverball

Store Store security security asks asks “What’s “What’s your your name?”name?”

““Ben”Ben” ““Great! I’ll Great! I’ll find your find your mom mom Ben”Ben”

The EchoicThe Echoic

• Repeating what you hearRepeating what you hear

• Verbal imitationVerbal imitation

• Important when learning new verbal behaviorImportant when learning new verbal behavior

• Helps people fine tune pronunciation by Helps people fine tune pronunciation by repeating and trying to match what they hearrepeating and trying to match what they hear

• Very important in teaching other verbal Very important in teaching other verbal behaviorsbehaviors

• Generally reinforced by praiseGenerally reinforced by praise

The MAND: Ask Nicely!The MAND: Ask Nicely!• A mand is a verbal behavior (communication) that specifically A mand is a verbal behavior (communication) that specifically

REQUESTS or REJECTS. REQUESTS or REJECTS. • Mands are controlled by antecedents and consequences.Mands are controlled by antecedents and consequences.• The item/activity, attention, or escape is the REINFORCERThe item/activity, attention, or escape is the REINFORCER• Your child is the “SPEAKER” and you are the “LISTENER”/the one Your child is the “SPEAKER” and you are the “LISTENER”/the one

who provides the reinforcerwho provides the reinforcer

AntecedentAntecedent BehaviorBehavior ConsequenceConsequence

Child wants juice Says “Juice”Child wants juice Says “Juice” Parent gives child Parent gives child

Parent has juiceParent has juice juicejuice

AntecedentAntecedent BehaviorBehavior ConsequenceConsequence

Child doesn’t want Child doesn’t want Child screams Child screams Delays taking a Delays taking a bathbath to take a bathto take a bath

Ask Nicely!Ask Nicely!• Teaching appropriate MandsTeaching appropriate Mands• Determine the best way for your child Determine the best way for your child

(words, pictures, sign, etc.)(words, pictures, sign, etc.)• Set up opportunities for your child to Set up opportunities for your child to

practicepractice• Capture naturally occurring Capture naturally occurring

opportunitiesopportunities

AntecedentAntecedent BehaviorBehavior ConsequenceConsequence

SEE IT SEE IT SAY IT SAY IT GET IT! GET IT! SEE ITSEE IT Don’t say it Don’t get it Don’t say it Don’t get it

Ask Nicely!Ask Nicely!• Teaching appropriate MandsTeaching appropriate Mands• Motivation to Mand Motivation to Mand • Deprivation: the amount of time your Deprivation: the amount of time your

child has gone without a reinforcer is child has gone without a reinforcer is a power influence on the manda power influence on the mand

•Your child will try harder to get the Your child will try harder to get the reinforcerreinforcer

•Behaviors related to the reinforcer are likely Behaviors related to the reinforcer are likely to be increased (i.e., what has worked in the to be increased (i.e., what has worked in the past)past)

Ask Nicely!Ask Nicely!• Teaching new MandsTeaching new Mands• Your child may not know the name of Your child may not know the name of

what s/he wantswhat s/he wants– A. When your child shows interest A. When your child shows interest

(reach, approach), say the name of what (reach, approach), say the name of what s/he wants, but don’t gives/he wants, but don’t give

– B. Your child repeats you (or B. Your child repeats you (or approximates)approximates)

– C. You give your child what s/he wants C. You give your child what s/he wants

After time/practice, don’t say the wordAfter time/practice, don’t say the word

Ask Nicely!Ask Nicely!• Teaching new MandsTeaching new Mands• Your child Your child cannot cannot say the name of what say the name of what

s/he wants:s/he wants:– Accept approximations in the beginning, Accept approximations in the beginning,

gradually accept the full word gradually accept the full word – Match words/sounds they can say with the Match words/sounds they can say with the

things they like (i.e., can say “Bah” and things they like (i.e., can say “Bah” and likes “Balls”)likes “Balls”)

– Any appropriate attempt is more Any appropriate attempt is more acceptable than a challenging behavioracceptable than a challenging behavior

– Start with an easier form such as pictures Start with an easier form such as pictures (PECS) to get the communication ball rolling(PECS) to get the communication ball rolling

Ask Nicely!Ask Nicely!• Advancing the MandAdvancing the Mand

– Items present (see it, say it, get it)Items present (see it, say it, get it)– Items not present (think about then ask)Items not present (think about then ask)– Request w/ a sentence (I want__)Request w/ a sentence (I want__)– Request attentionRequest attention– Request helpRequest help– Request for others to do some actionRequest for others to do some action– Request with adjectives (I want BIG cookie)Request with adjectives (I want BIG cookie)– Request info using WH: where, when, why, whatRequest info using WH: where, when, why, what– Request with prepositions (give me ball BEHIND Request with prepositions (give me ball BEHIND

you)you)

The TACT: What’s that?The TACT: What’s that?

• Labels a sensory experienceLabels a sensory experience

• Expressive label for something we Expressive label for something we see, hear, smell, taste, or feelsee, hear, smell, taste, or feel

• Generally reinforced by attention Generally reinforced by attention from others (i.e., “That’s right it is a from others (i.e., “That’s right it is a car!”)car!”)

Advancing the TACTAdvancing the TACT

• Carrier phrase (It’s a/that’s a __)Carrier phrase (It’s a/that’s a __)• Label w/ Adjectives Label w/ Adjectives (“I see a small red car”)(“I see a small red car”)

• Prepositions Prepositions (“There’s a cat under the car!”(“There’s a cat under the car!”

• Verb-noun, Noun-Verb Verb-noun, Noun-Verb (“The cat is running!”)(“The cat is running!”)

• Function, features, classFunction, features, class– ““That bus drives me to school”That bus drives me to school”– ““No, the guy with the hat”No, the guy with the hat”– ““This looks weird, but it’s food”This looks weird, but it’s food”

IntraverbalsIntraverbals

• Responding to the verbal behavior of Responding to the verbal behavior of othersothers

• Does not resemble anything the Does not resemble anything the other person said (not repeating, other person said (not repeating, elaborating on a label), but is elaborating on a label), but is contextually relatedcontextually related

• Talking about things that are not Talking about things that are not physically presentphysically present

IntraverbalsIntraverbals

• Fill-in the blanks (“happy and you Fill-in the blanks (“happy and you know it clap your ___”know it clap your ___”

• Answering WH questions: who, what, Answering WH questions: who, what, why, when, where, howwhy, when, where, how

• Describing events from the pastDescribing events from the past

Teaching Verbal BehaviorsTeaching Verbal Behaviors

• Student initiated opportunitiesStudent initiated opportunities

• Teacher initiated opportunitiesTeacher initiated opportunities

• Prompting and fading assistancePrompting and fading assistance

Student initiated Student initiated opportunitiesopportunities• Child directs his/her attention towards item, Child directs his/her attention towards item,

activity, or eventactivity, or event

• ““Shows interest” (approach behaviors)Shows interest” (approach behaviors)

• Teacher intervenes, identifies learning Teacher intervenes, identifies learning opportunity (captures) capitalizes on motivationopportunity (captures) capitalizes on motivation– Ambulance drives by with siren- student looks at Ambulance drives by with siren- student looks at

ambulance (never seen before)- teacher says “that’s ambulance (never seen before)- teacher says “that’s an ambulance” – student repeats “ambulance”- an ambulance” – student repeats “ambulance”- teacher says “that’s right it is an ambulance!”teacher says “that’s right it is an ambulance!”

Teacher initiated Teacher initiated opportunityopportunity

• Teacher contrives opportunity for Teacher contrives opportunity for student to practice communication student to practice communication skillsskills

• Arranges environment ahead of timeArranges environment ahead of time– Predetermined pack of flash cardsPredetermined pack of flash cards– Possession of snack during snack timePossession of snack during snack time

Prompting and FadingPrompting and Fading

What are prompts?What are prompts?• Additional stimuli that increase the Additional stimuli that increase the

likelihood that a particular behavior likelihood that a particular behavior will occur.will occur.

• Prompts facilitate all types of Prompts facilitate all types of responses to include verbal, non-responses to include verbal, non-verbal, written, motoricverbal, written, motoric

Where Prompts Fit InWhere Prompts Fit In

Antecedent (Sd) Behavior Consequence

Prompt

Why prompt?Why prompt?

Errorless learning: Errorless learning: Arranges SDs Arranges SDs and prompts to evoke only correct and prompts to evoke only correct responsesresponses

= Learner is coming into contact with = Learner is coming into contact with reinforcement 100% of learning reinforcement 100% of learning opportunitiesopportunities

Why prompt?...Why prompt?...

Skill acquisitionSkill acquisition• Learners need assistance in knowing HOW, Learners need assistance in knowing HOW,

WHEN, and WHAT to respond to in the WHEN, and WHAT to respond to in the environmentenvironment

• Prompted responses => correct responsesPrompted responses => correct responses• Correct responses = reinforced responsesCorrect responses = reinforced responses• Responses reinforced are MORE likely to Responses reinforced are MORE likely to

be repeated in the FUTUREbe repeated in the FUTURE

Types of prompts for verbal Types of prompts for verbal behaviorsbehaviors

• ModelModel– Say what student should saySay what student should say– Demonstrate how student should signDemonstrate how student should sign

• PhysicalPhysical– Help student use PECS or make correct Help student use PECS or make correct

signsign

• Visual cueVisual cue– Picture/itemPicture/item– Text (script)Text (script)

Teaching the TactTeaching the Tact

• Label everything for your studentsLabel everything for your students

• During playDuring play

• Praise when they can say the namePraise when they can say the name

““What is this?” What is this?”

““What do you see?” “This is a ___?” What do you see?” “This is a ___?”

““Tell what you hear”Tell what you hear”

Teaching IntraverbalsTeaching Intraverbals

• Ask question, immediately model correct responseAsk question, immediately model correct response– TS: “What’s your name? BRIAN”TS: “What’s your name? BRIAN”– SS: “Brian”SS: “Brian”– TS: “That’s right you ARE Brian!”TS: “That’s right you ARE Brian!”

• TACT to INTRAVERBAL TRANSFERTACT to INTRAVERBAL TRANSFERAsk student question, immediately show item/pictureAsk student question, immediately show item/picture– TS: “What do you write with?” (shows pencil)TS: “What do you write with?” (shows pencil)– SS: “Pencil”SS: “Pencil”– TS: “What do you write with?” (hides pencil behind back)TS: “What do you write with?” (hides pencil behind back)– SS: “Pencil”SS: “Pencil”– TS: “You DO write with a pencil!”TS: “You DO write with a pencil!”

Contriving opportunities Contriving opportunities

– Time delay/restricted access:Time delay/restricted access: preferred preferred items or activities are present, but items or activities are present, but access is delayed until a request occursaccess is delayed until a request occurs

– Blocked/interrupted activity:Blocked/interrupted activity: a response a response is blocked momentarily or an ongoing is blocked momentarily or an ongoing activity is interrupted (standing in front activity is interrupted (standing in front of the door on the way to go outside)of the door on the way to go outside)

– Missing item:Missing item: action cannot be initiated action cannot be initiated due to a missing tool (food but no due to a missing tool (food but no fork/spoon; empty bowl; coloring book fork/spoon; empty bowl; coloring book but no crayons)but no crayons)

Contriving opportunities Contriving opportunities (cont(cont

– Delayed assistance:Delayed assistance: no help is no help is provided until a request occurs provided until a request occurs

– Incomplete presentation:Incomplete presentation: given a given a puzzle with missing piecespuzzle with missing pieces

– Wrong-item:Wrong-item: Student needs a spoon Student needs a spoon but is given a knifebut is given a knife

– Chaining mands:Chaining mands: all the steps all the steps necessary to completing a task are necessary to completing a task are blockedblocked

How do we know where to How do we know where to begin teaching?begin teaching?

• Assessment toolsAssessment tools– VB-MappVB-Mapp– ABLLS-RABLLS-R

Activity 1: Teach the MandActivity 1: Teach the Mand

• Put something on the tablePut something on the table

• As your partner reaches for it, grab itAs your partner reaches for it, grab it

• Say its name. ex: “phone”Say its name. ex: “phone”

• When your partner says “phone” give it When your partner says “phone” give it to him/herto him/her

• If s/he doesn’t say it, don’t give, repeat If s/he doesn’t say it, don’t give, repeat itit

• If s/he says “phone” give phoneIf s/he says “phone” give phone

Activity 2: Teach the TACTActivity 2: Teach the TACT

• Point to something/someone, and say Point to something/someone, and say its name. ex: “Look, MS. AMBIKA!”its name. ex: “Look, MS. AMBIKA!”

• When your partner repeats you, say When your partner repeats you, say “It is Ms. Ambika!” with enthusiasm“It is Ms. Ambika!” with enthusiasm

Activity 3: Teach Activity 3: Teach INTRAVERBALINTRAVERBAL• A) A)

– Ask your partner’s name and say their name right away. Ask your partner’s name and say their name right away. Ex: “What’s your name? Mr. REGAN”Ex: “What’s your name? Mr. REGAN”

– When your partner says his/her name, say “you are Mr. When your partner says his/her name, say “you are Mr. Regan!” with enthusiasmRegan!” with enthusiasm

• B) Tact transferB) Tact transfer– Hold something in front of your partnerHold something in front of your partner– Ask him/her to name it by giving its FUNCTIONAsk him/her to name it by giving its FUNCTION

Ex: “what do you call mommy with?”Ex: “what do you call mommy with?”Partner will label what s/he sees “PHONE”Partner will label what s/he sees “PHONE”

– Ask the question again with the item behind your backAsk the question again with the item behind your back– If s/he gives the item name say “that’s right, you DO call If s/he gives the item name say “that’s right, you DO call

mommy with a phone!” with enthusiasmmommy with a phone!” with enthusiasm

Resources to enhance your Resources to enhance your weekendweekend

• WebsitesWebsites– http://www.christinaburkaba.com/AVB.htmhttp://www.christinaburkaba.com/AVB.htm– https://www.establishingoperationsinc.comhttps://www.establishingoperationsinc.com

• BooksBooks– How to Teach Verbal Behavior (Pro-How to Teach Verbal Behavior (Pro-eded

Series on Autism Spectrum Disorders) Series on Autism Spectrum Disorders) by by Peter SturmeyPeter Sturmey (Jun 30, 2008) (Jun 30, 2008)

– The Verbal Behavior Approach: How to Teach Children WThe Verbal Behavior Approach: How to Teach Children With Autism and Related Disordersith Autism and Related Disorders by Mary Barbera and Tracy Rasmussen (May 15, 2007 by Mary Barbera and Tracy Rasmussen (May 15, 2007