(full) implementing a successful vb program a successful vb program.pdf · title: microsoft...

Copyright 2004 The Mariposa School1

Implementing a Successful Verbal Behavior Program

Presented by

Cindy PetersPresident and Executive Director

The Mariposa School203 Gregson Drive, Cary, NC 27511

Phone: 919-461-0600 FAX: 919-461-0566www.MariposaSchool.org


The VB Curriculum

• Based on B.F. Skinner’s book “Verbal Behavior” (1957) which proposes that language is a behavior, which is influenced primarily through reinforcement, and on establishing and maintaining the motivation to learn.

• Emphasis is on teaching the function of language.

Teaching procedures focus on transferring the child’s ability to respond across all functional categories. A “word” is not considered “learned” until it can be used across all functions.

• Intensive one-on-one therapy immerses the child in a

“language-learning environment”.


The VB Curriculum • Follows the manuals by Mark L. Sundberg, PhD. and

James W. Partington, PhD.

“The Assessment of Basic Language and Learning Skills (The ABLLS)” (1998) “Teaching Language to Children with Autism or Other Developmental Disabilities” (1998)

ABLLS Protocol

• Basic Learner Skills (Sections A – P) • Academic Skills (Sections Q – T) • Self-Help Skills (Sections U – X) • Motor Skills (Sections Y – Z)

C52C51C50C49C48C47C46C45C44C43C42 G42 H42C41 G41 H41C40 G40 H40C39 G39 H39C38 G38 H38C37 G37 H37C36 G36 H36C35 G35 H35C34 G34 H34C33 G33 H33C32 G32 H32C31 G31 H31C30 G30 H30C29 G29 H29C28 G28 H28C27 F27 G27 H27C26 F26 G26 H26C25 F25 G25 H25C24 F24 G24 H24C23 F23 G23 H23C22 F22 G22 H22

B21 C21 F21 G21 H21B20 C20 F20 G20 H20B19 C19 F19 G19 H19B18 C18 F18 G18 H18B17 C17 F17 G17 H17B16 C16 F16 G16 H16B15 C15 F15 G15 H15B14 C14 F14 G14 H14B13 C13 D13 F13 G13 H13B12 C12 D12 F12 G12 H12

A11 B11 C11 D11 F11 G11 H11A10 B10 C10 D10 F10 G10 H10

A9 B9 C9 D9 E9 F9 G9 H9 I9A8 B8 C8 D8 E8 F8 G8 H8 I8A7 B7 C7 D7 E7 F7 G7 H7 I7A6 B6 C6 D6 E6 F6 G6 H6 I6A5 B5 C5 D5 E5 F5 G5 H5 I5A4 B4 C4 D4 E4 F4 G4 H4 I4A3 B3 C3 D3 E3 F3 G3 H3 N/A I3A2 B2 C2 D2 E2 F2 G2 H2 I2A1 B1 C1 D1 E1 F1 G1 H1 I1

A B C D E F G H I

Copyright 1994 - 1998 By Behavior Analysts, Inc.

03/21/02

DF

MJ

Labeling

Current

11/27/01

Assessor Date

Student: AJF

SF 06/04/01

Spontaneous Vocalizations

Assessment of Basic Learning and Language Skills

Visual Performance

Cooperation & Reinforcer Ef fectiveness

Receptive Language

Imitation Requests

Skills Tracking System

Vocal Imitation

Intraverbal

R42R41R40R39R38R37R36R35R34R33R32R31R30R29R28R27R26R25R24R23

L22 R22L21 R21

J20 L20 R20J19 L19 R19J18 L18 R18J17 L17 R17J16 L16 R16J15 L15 Q15 R15J14 L14 Q14 R14J13 L13 Q13 R13J12 L12 M12 Q12 R12J11 L11 M11 Q11 R11J10 K10 L10 M10 N10 Q10 R10

J9 K9 L9 M9 N9 Q9 R9J8 K8 L8 M8 N8 Q8 R8J7 K7 L7 M7 N7 Q7 R7J6 K6 L6 M6 N6 P6 Q6 R6J5 K5 L5 M5 N5 P5 Q5 R5J4 K4 L4 M4 N4 P4 Q4 R4J3 K3 L3 M3 N3 P3 Q3 R3J2 K2 L2 M2 N2 P2 Q2 R2J1 K1 L1 M1 N1 P1 Q1 R1

J K L M N P Q R


Assessment of Basic Learning and Language SkillsSkills Tracking System

Syntax & Grammar

Generalized Responding

Reading MathSocial Interaction

Group Instruction

Classroom Routines

Student: AJF

Assessor Date

Play & Leisure

Current

SF

DF

MJ 03/21/02

06/04/01

11/27/01

Y28 Z28Y27 Z27Y26 Z26Y25 Z25Y24 Z24Y23 Z23Y22 Z22Y21 Z21Y20 Z20Y19 Z19Y18 Z18Y17 Z17Y16 Z16

U15 Y15 Z15U14 Y14 Z14U13 Y13 Z13U12 Y12 Z12U11 Y11 Z11U10 V10 X10 Y10 Z10

S9 U9 V9 X9 Y9 Z9S8 U8 V8 X8 Y8 Z8S7 U7 V7 W7 X7 Y7 Z7S6 T6 U6 V6 W6 X6 Y6 Z6S5 T5 U5 V5 W5 X5 Y5 Z5S4 T4 U4 V4 W4 X4 Y4 Z4S3 T3 U3 V3 W3 X3 Y3 Z3S2 T2 U2 V2 W2 X2 Y2 Z2S1 T1 U1 V1 W1 X1 Y1 Z1

S T U V W X Y Z


SF

DF

MJ

Date

03/21/02

06/04/01

11/27/01

Toileting Gross Motor

Fine Motor

Assessment of Basic Learning and Language Skills

Spelling Dressing Eating

Skills Tracking SystemStudent: AJF

Assessor

Grooming

Current

Writing


Functional Categories of Language

Mand – A request for something (item, activity, information …) that is desired. A verbal behavior in which the form of a response is controlled by the motivational or aversive condition that determined the behavior (e.g. asking for food when hungry)

• Occurs when an EO is strong

• Occurs when you want an activity or object that you have not had in a while (deprivation)

• First form of verbal behavior to be acquired since it may produce immediate and specific reinforcement requested

• May also take the form of maladaptive behaviors (SIB, aggression, etc.)

EXAMPLE: “I want juice.” “Let’s go outside.” “Where’s my coat?”



Receptive Language – Listener responds to the requests of others. Identifying an object by pointing, touching, giving, etc.

EXAMPLE: Speaker: “Do this” (claps hands) (Listener claps hands)Speaker: “Put your shoes on” (Listener puts shoes on)Speaker: “Throw the ball to me” (Listener throws ball)



Tact – Naming something (item, person, action …), or a property of something which is present. (Includes nouns, pronouns, prepositions, adjectives, adverbs) When teaching a child to tact, you transfer the stimulus control

from the mand or echoic response to the tact. EXAMPLES: Child: (looking up at sky and pointing) “Airplane!” Instructor: (holding up red ball) “What color is this?” Student: “Red.” Student: (on the swingset) Instructor: “What are you doing?” Student: “Swinging.”



Intraverbal – Answering “Wh” questions or responding to something said by another person about something (item, person, action …), or a property of something which is NOT present. (Conversational exchange). “Fill in” responses are also frequently used.

EXAMPLES “Are you having fun?” “Yes.”

“Who did you play with?” “Johnny and David.” “How many toys did you play with?” “Three.” “Which toy did you like best?” “The new one.” “Where is it?” “On the shelf.”

“Name some animals.” “Cat, dog, horse.” “An animal that says ‘meow’ is a ______.” “Cat.”



FFC (Feature, Function, Class) – Associations or “intraverbal connections” between the words. Responses are receptive, tact, or intraverbal.

EXAMPLE: Instructor: “Find an animal.” Student: (points to cat) (Receptive by class)

Instructor: “Which one says meow?” Student: (points to cat) “Cat.” (Tact by feature) Instructor: “An animal that could be your pet is a ____” Student: “Cat.” (Intraverbal fill-in by function)



Echoic – Verbal imitation. The ability to repeat exactly what is heard. Used to shape articulation, or later on, more complex constructs. EXAMPLE: Instructor: “Ball.” Student: “Ball.” Motor Imitation – Copying motor movements made by another person. Used to teach sign language. EXAMPLE: Instructor: (Signs ‘ball’) Student: (Signs ‘ball’)


Verbal Behavior (VB) Program Components

Natural environment training (NET) (child led)

&

Intensive teaching (DTT) (instructor led)

&

Positive behavioral techniques to replace maladaptive behaviors


Important Concepts

Behavior – All learned behavior is directly related to reinforcement that occurred after it was exhibited. When we have a good grasp of what motivates an individual, it allows us to contrive situations which are conducive to learning. Establishing Operation (EO) – The factor which temporarily increases or decreases the value of a reinforcer and leads to an increase in the behaviors which have been associated with a particular reinforcer. Reinforcement – Something that happens after a behavior occurs that increases the occurrence of the same behavior under the same conditions in the future.


What effects an EO?Deprivation will increase the value of the reinforcer because the person hasn’t had the desired item for a while. (If child left ‘Barney’ at Grandma’s last weekend, when she returns to Grandma’s, the doll is highly desirable.)

Satiation will decrease the value of a reinforcer. If the child has been playing with the Barney doll all day, it may not be that desirable anymore.

Ineffective Teaching Procedures will increase the value of escape and decrease the value of the reinforcer being used. (“Competing EO.”) Effective Teaching Procedures will maintain the value of the EO that is conducive to learning.


Reinforcement vs. Punishment

Reinforcement • Giving something a person finds desirable after the behavior

occurs (positive reinforcement), or • Removing something that the individual finds aversive

(negative reinforcement). Punishment • Applying something the individual finds aversive (positive

punishment), or • Taking away something the individual finds pleasurable right

after the behavior has occurred (negative punishment).


Positive Reinforcement

Situation - A child sees a candy bar in the grocery store and wants (has an EO for) it.

1) Child screams “I want candy” and throws a tantrum. Adult hands him the candy bar in order to keep the peace. (Reinforcement of inappropriate behavior)

2) Child turns to the adult with him and signs ‘candy’. The

adult hands the candy bar to him and thanks him for asking nicely. (Reinforcement of appropriate behavior)

Discussion: In both examples, the child has learned that his behavior gets him what he wants, so he is likely to repeat this behavior next time.


Negative Reinforcement

Situation: The radio is playing loudly in the room.

1) The child comes into the room and begins screaming. Somebody rushes over to turn down the radio.

(Reinforcement of inappropriate behavior)

2) The child comes in and covers his ears saying “Too loud”. Somebody asks the child if he would like to have the volume on the radio turned down. When the child answers “yes”, the volume is turned down.

(Reinforcement of appropriate behavior)


The ABA definition of punishment is rather different from the common view of punishment in society.

• Common Definition: something meted out to a person who has committed a crime or other inappropriate behavior; involves not only the hope that the behavior will cease, but also elements of retribution or retaliation. It has moral and ethical connotations.

• ABA defines punishment as the process in which the

consequence of a behavior results in the future decrease in the occurrence of the behavior

Punishment


There are two major procedural variations of punishment:

• Positive Punishment: the occurrence of a behavior is followed by the presentation of an aversive stimulus and, as a result, the behavior is less likely to occur in the future

Situation: Teenager misses his curfew. Punishment: Parent states that he has to rake the yard this weekend. (Application of something aversive)

• Negative Punishment: the occurrence of a behavior is followed

by the removal of a reinforcing stimulus and, as a result, the behavior is less likely to occur in the future

Situation: Teenager misses his curfew. Punishment: Parent states that he cannot attend a planned event. (Removal of a reinforcing or desired activity)

Punishment


Problems with punishment include:

• May elicit aggression or other emotional side effects

• May result in escape or avoidance behaviors by the person whose behavior is being punished

• May be negatively reinforcing for the person using punishment and thus may result in the misuse or overuse of punishment

• When punishment is used, its use is modeled, and observers or people whose behavior is being punished may be more likely to use punishment themselves in the future

Punishment


Punishment should be used only after functional non-aversive approaches have been implemented and proven ineffective or partially ineffective in decreasing the problem behavior. Differential reinforcement procedures must be used in conjunction with punishment.

Punishment


Basic Principles of a VB Program

• The mands are the first type of language to teach

• Echoic, imitation, receptive language, and matching to sample should be added ASAP

• Sessions contain a mixture of the verbal operants (mixed

VB) with the opportunity to mand as the main reinforcement for the target response

• The basic teaching procedures are derived from behavior

modification (ABA) teaching principles


Elements of a Good VB Program

• Playing = Learning

• Learner makes constant requests for desired items, actions, information etc. (manding)

Requests are the most motivating form of communication because the person making the request is reinforced by getting something in return (whatever he requested)

• Words are taught through all functional categories of language • Constant conversational dialogue occurs between teacher and

learner

Keeps the learner on task



• Situations contrived by teacher to create motivational conditions (EO’s) so the learner behaves in a desired way.

Examples:

1) Favorite toy out of reach; learner must request it 2) Child wants to go outside; teacher stands by door and

waits for learner to ask for door to be opened • Errorless learning

Prompting occurs BEFORE an incorrect response is made and inadvertently learned Child is less frustrated

• Prompt fading (Most to least) 0 – 3 second delay

Prevents prompt dependency and encourages independent thinking



• Rapid responding (fluency)

Leads to better retention In the “real world” other children don’t wait for answers

• A high rate of correct responses (Fast paced instruction)

Keeps learner “on task” Reinforces acquisition of skills

• Skills generalized immediately

Skills are more useful when they can be performed in a variety of places and conditions

• Mixed and varied tasks

Keeps the learner “on his toes” and prevents boredom


Elements of a Good VB Program • Difficult tasks interspersed with easy tasks to keep level of

reinforcement high

• “Pairing” techniques used to make a situation, person or activity reinforcing and expand child’s interests EXAMPLE:

Child watches favorite video while learning to do puzzle

• Transfer procedures used to make learning easier

EXAMPLE: (errorless receptive to tact transfer) Instructor: “Show me the cat.” Student: (touches cat) Instructor: “What is that? Cat. (pause) What is that?” Student: “Cat.”


Things to Keep in Mind

Every moment is a “teachable” moment!

Data collection is valuable to track progress and troubleshoot, but it should never interfere with teaching!

If the child is not learning, it’s the fault of the teaching procedures, NOT the child!

If it’s not meaningful to the child, find a way to make it so!

Behaviors always occur for a reason. It’s up to US to figure out WHY.

Learning can (and should) be FUN!


Data Collection Procedures Using“Pocket-ABLLS”

1. Binder is divided into sections corresponding to each section of the ABLLS. (An additional section is created for FFC targets.)

2. There are three types of cards/data sheets:

a) “Simple Targets”

b) “Multiple Targets per Goal”

c) “FFC targets” (items by feature, function, class) are grouped together by item on one card and corresponding data sheet.



a) “Simple Targets”, have a one-to-one correspondence between an ABLLS goal and a target card and data sheet. That is, the goal “A1” has one card and one data sheet.

(See examples 1 and 2.)


A1 I P TAKES REINFORCER WHEN OFFERED

Copyright 2003 The Mariposa School. All Rights Reserved. Based on “The ABLLS,” copyright 1998 by Behavior Analysts, Inc. Used by permission.

1. DOESN’T TAKE ALL THE TIME, OR SLOW TO RESPOND

2. TAKES QUICKLY ALL THE TIME

Example 1 – “Simple Target” Card

I = Independent Response P = Prompted Response


Student: Year: 200 Task: s A1 Date Who? A1 - Takes reinforcer when offered

1. DOESN’T TAKE ALL THE TIME, OR SLOW TO RESPOND 2. TAKES QUICKLY ALL THE TIME

I P

I P

I P

I P

I P

I P

I P

I P

I P

I P

I P

I P

I P

I P

I P

I P

I P

I P


Example 2 – “Simple” Data Sheet



b) “Multiple Targets per Goal” consist of many targets which must be taught for the goal to be mastered. Inthese cases, the goal may span multiple cards and data sheets. Each target has an associated number to uniquely identify it. Most data sheets have 5 targets per page.



Example 3 – “Multiple Targets per Goal”Card

C34,F6,G5,G6 COMMON ACTIONS


I P 1. ASK (F6) REQUESTS OTHERS TO DO (G5) ONGOING

I P 2. BLINK (F6) REQUESTS OTHERS TO DO (C34) PICTURE (G5) ONGOING (G6) P I P 3. BLOW (F6) REQUESTS OTHERS TO DO (C34) PICTURE (G5) ONGOING (G6) P I P 4. BOUNCE (F6) REQUESTS OTHERS TO DO (C34) PICTURE (G5) ONGOING (G6) P I P 5. BOWL (F6) REQUESTS OTHERS TO DO (C34) PICTURE (G5) ONGOING (G6) P (C34) - SELECT (G5) - NAME (G6) - NAME


Example 4 – “Multiple Targets per Goal”Data Sheet

C34 / F6 / G5 / G6 - Common Actions Student: Year: 200___ 1) 2 actions 2) 5 actions 3) 10 actions 4) 20 or more actions

DATE

(Instructor) (F6) REQUEST (G5) NAMES ONGOING ACTION

I I I I I I I I I I I I I I I I I I I I I I I I 1 ASK P P P P P P P P P P P P P P P P P P P P P P P P

DATE

(Instructor) (F6) REQUEST (C34) SELECT PICTURE (G5) NAMES ONGOING ACTION (G6) NAMES PICTURE OF ACTION

I I I I I I I I I I I I I I I I I I I I I I I I 2 BLINK P P P P P P P P P P P P P P P P P P P P P P P P

DATE


I I I I I I I I I I I I I I I I I I I I I I I I 3 BLOW P P P P P P P P P P P P P P P P P P P P P P P P

DATE


I I I I I I I I I I I I I I I I I I I I I I I I 4 BOUNCE P P P P P P P P P P P P P P P P P P P P P P P P

DATE


I I I I I I I I I I I I I I I I I I I I I I I I 5 BOWL P P P P P P P P P P P P P P P P P P P P P P P P


C34 / F6 / G5 / G6



c) “FFC targets” (items by feature, function, class) are

grouped together by item on one card and corresponding data sheet.



Example 5 – “FFC Targets” Card

BIRD ( 1 ) Copyright 2003 The Mariposa School. All Rights Reserved. Based on “The ABLLS,” copyright 1998 by Behavior Analysts, Inc. Used by permission.

I P SELECT (C23) OBJECT (C24) PICTURE

I P NAME (G2) OBJECT (G4) PICTURE

I P FLIES

(C20) SELECT (G12) NAME (H7) FILL IN (G15) NAME FUNCTION (H8) FILL IN FUNCTION

I P LIVES IN A NEST

(C21) SELECT (G13) NAME (H10) FILL IN (G10) NAME FEATURE (H9) FILL IN FEATURE

I P FEATHERS


I P WINGS


I P ANIMAL

(C22) SELECT (G14) NAME (H12) FILL IN (G16) NAME CLASS (H11) FILL IN CLASS


Example 6 – “FFC Targets” Data Sheet(1) BIRD Student: Year: 200___

DATE

(Instructor) (C23) OBJECT (C24) PICTURE

I I I I I I I I I I I I I I I I I I I I I I I I I I I I SELECT P P P P P P P P P P P P P P P P P P P P P P P P P P P P

DATE

(Instructor) (G2) OBJECT (G4) PICTURE

I I I I I I I I I I I I I I I I I I I I I I I I I I I I NAME P P P P P P P P P P P P P P P P P P P P P P P P P P P P

DATE

(Instructor) (C20) SELECT (G12) NAME (H7) FILL IN (G15) NAME FUNCTION (H8) FILL IN FUNCTION

I I I I I I I I I I I I I I I I I I I I I I I I FLIES P P P P P P P P P P P P P P P P P P P P P P P P

(C21) SELECT (G13) NAME (H10) FILL IN (G10) NAME FEATURE (H9) FILL IN FEATURE I I I I I I I I I I I I I I I I I I I I I I I I LIVES IN A NEST P P P P P P P P P P P P P P P P P P P P P P P P

(C21) SELECT (G13) NAME (H10) FILL IN (G10) NAME FEATURE (H9) FILL IN FEATURE I I I I I I I I I I I I I I I I I I I I I I I I FEATHERS P P P P P P P P P P P P P P P P P P P P P P P P

(C21) SELECT (G13) NAME (H10) FILL IN (G10) NAME FEATURE (H9) FILL IN FEATURE I I I I I I I I I I I I I I I I I I I I I I I I WINGS P P P P P P P P P P P P P P P P P P P P P P P P

(C22) SELECT (G14) NAME (H12) FILL IN (G16) NAME CLASS (H11) FILL IN CLASS I I I I I I I I I I I I I I I I I I I I I I I I

ANIMAL P P P P P P P P P P P P P P P P P P P P P P P P


BIRD (1)



3. Targets which are correctly answered on the probe are put aside for the day. (For cards with multiple targets, put card aside ONLY if all targets were answered correctly.)

4. At the end of the session or day, data from the cards is transferred to the data sheets. When a target is “mastered” (an agreed upon number of correct answers on consecutive daily probes), put a small blue sticker next to the target and indicate on the data sheet that it is mastered.



5. If a “Mastered” item was answered incorrectly, it will

be rechecked the next day. If the student misses it a second day in a row, remove the “mastered” sticker so that it may be retargeted.

6. After recording the data at the end of the day, wipe off results from all the cards EXCEPT for the mastered items that were missed, so that it may be checked the next day.



7. As skills are mastered, the date will be entered on the skill-tracking sheet and the target will be moved from acquisition to maintenance.

8. When multiple instructors are working with a student in one day, it is sometimes helpful to write notes about techniques or particular issues that may arise on the back of the card for the next person to see.


Benefits of Using “Pocket-ABLLS”• Cards are portable Easy to use both at the table and while playing (NET)

• Data can be captured quickly and recorded later Keeps attention focused on student, not on the data

• Notes can be written directly onto the cards Important insights are not “lost” in a notebook

• Ensures all targets are taught each day • Enables other people to quickly determine current goals Brings new instructors “up to speed” quickly Gives substitute instructors “the big picture”

• Easy to cycle in previously mastered items for review


• Inspired by “Introduction to Verbal Behavior” conference given

by Dr. Vince Carbone, in Greensboro, NC; March 2000

• Incorporated as a non-profit; December 2000

• Began serving students, September, 2001

• Private school certified by the NC Department of Non-public education

• Funded entirely from contributions from individuals and

organizations


MISSION STATEMENT To provide intensive individualized instruction to children with autism, targeting the broad range of educational, behavioral, speech, social and motor dysfunctions that affect them, in a single integrated setting. Recognizing the high incidence of chemical and other sensitivities in such children, particular care must be taken to maintain a safe and healthy indoor environment, where students may function at their very best.


CORE VALUES

We will treat students and their parents with respect at all times, because we recognize the essential dignity of all persons, irrespective of their life circumstances. We will create an atmosphere where learning will be a fun and rewarding experience for both students and their teachers. We will look for creative ways to solve problems when they occur, not merely identify them. We recognize that there is no one “right” way to teach, and that we must modify our approaches to respond to the individual needs of each student.


CORE VALUES

We will stay abreast of current research and teaching techniques being developed to help children with autism, and be willing to try new methodologies when we learn of something which may be more effective towards achieving our students’ goals. We will apply the basic principles of Behavior Analysis continually throughout the school day in order to make learning more successful and teaching more effective. We will strive to achieve excellence in all that we do at all times.


PROGRAMS

Year-round instruction to provide continuity and consistency for students One-on-one individualized programs tailored specifically to each child

Full Time (9:00 – 3:00) Ages 5 and up

Half Time (9 – 12 or 1 – 4)

Tutoring (6 or 9 hours/week) (limited slots)

Consultation


How to Contact Us

The Mariposa School 203 Gregson Drive Cary, NC 27511 919-461-0600 - Phone 919-461-0566 - FAX [email protected] (email) www.MariposaSchool.org (website)


Resources

To purchase the Sundberg and Partington books: www.BehaviorAnalysts.com For free training materials: www.MariposaSchool.org (Click on “Learning Materials)

For more information about Verbal Behavior: [email protected] [email protected] For seminars and conferences: www.DrCarbone.net (East Coast) www.BehaviorAnalysts.com (West Coast)

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