Pennsylvania Training and Technical Assistance Network Systematic School-Based Instruction of Verbal Behavior to Increase Social- Communicative Competencies of Students with Autism Mike Miklos Pennsylvania Training and Technical Support Network April 2014
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Pennsylvania Training and Technical Assistance Network
Systematic School-Based Instruction
of Verbal Behavior to Increase Social-
Communicative Competencies of
Students with Autism
Mike Miklos
Pennsylvania Training and
Technical Support Network
April 2014
Overview of PaTTAN’s Autism Initiative
efforts…
A collaborative effort to expand and provide effective science/evidenced based practices for students with autism in the PA public education/special education system.
Participants:
– Local school agencies and Intermediate Units as direct service providers
– Intermediate Units and Technical Assistance Consultants as partners in delivery of technical and training support
– PaTTAN Autism Initiative
– Parents as partners
• All sites volunteer to participate
• All examples are derived from a Behavioral Practice model (this is not a research presentation.)
• ABAI ED Conference Prezi
Students Eligible for Special Education under
Definition of Autism
4981,317 1,593 1,881 2,281
2,7983,296
4,0394,821
5,889
7,178
8,616
10,315
12,323
14,401
16,705
18,879
21,083
23,405
25,177
0
5000
10000
15000
20000
25000
30000
Growth in Autism by Year as Reported on the PDE December 1 Annual Child Count Ages 3-21
Some Meta-Analyses Supporting the Role
of Behavior Analysis
• National Autism Center Standards Report
• Missouri: ASD Guide to Evidence-based Interventions
• Maine: Interventions for Autism Spectrum Disorders: State of
the Evidence
• North Carolina: Evidence-Based Practices for Children, Youth
and Young Adults with ASD
• New York: Report of the Recommendations - Autism /
Pervasive Developmental Disorders; Assessment and
Intervention for Young Children (Age 0-3 Years)
• National Research Council: Educating Children with Autism
Autism and Effective Interventions
• Educational interventions should be chosen
from sound empirical evidence.
• The meta-analysis reviewing autism
interventions suggest the power of a
behavioral conceptual model in driving
effective interventions.
• This pattern of findings suggests that
treatments from the behavioral literature have
the strongest research support at this time
An Analysis of Verbal Behavior
• Behavioral Interventions are the most
effective conceptual basis for addressing needs
of individuals with ASD
• Key area of deficit in ASD Populations: social
communicative functioning
• A behavioral model for addressing social
communicative needs is likely necessary
Autism Interventions, ABA and Education
• Need for quality services and highly skilled
teachers
• Need for services that address core deficits of
autism (including social-communicative
competencies)
• Need for evidence-based treatment
• Need for services to address a range of
student needs across both general education
and more restricted settings
Data Systems
Assessments VB-MAPP
Program/ Target
Selection
Teaching Procedures
Staff Training/ Treatment Fidelity
Materials Organization
Program Components Fit Together
Verbal Behavior and Instruction
• The primary verbal operants as a starting
point (mand, tact, echoic, intraverbal and
related skills of listener responding, imitation,
match to sample)
• Primary verbal operants taught through
processes including: – Mand training
– Discrete trial instruction
– Natural Environment Training
Characteristics of training primary verbal
operants in IT sessions
• Program and target selection (assessment: VB-MAPP)
• Materials organization
• Intersperse target and maintenance trials
• Teach target through errorless procedures
• Clear error correction procedures
• Pace of instruction
• Attend to instructional control (MO, Schedule of
YES NO N/A 1. Was instructional area neat and sanitized? 2. Did instructor have all materials needed for instruction organized and ready? 3. Did instructor have a variety of valuable reinforcers available? 4. Did session begin with delivery of reinforcement or an opportunity to mand? 5. Did instructor gradually fade in the demands/tasks presented? 6. Did instructor use fast-paced instruction (no more than 2 seconds between student’s
response and your next instruction)?
7. Did instructor mix and vary instructional demands (no more than 3 of the same
operant/task in a row)?
8. Were easy and difficult tasks interspersed at the appropriate ratio?
9. Easy/hard ratio: ________
10. Did instructor use a natural tone of voice? 11. Did instructor reinforce at set VR schedule?
12. VR:______
13. Did instructor use 0 second delay prompts for teaching targets? 14. Did instructor re-present the instruction followed by a 0 second delay prompt when
errors occurred?
15. Did instructor prompt student if no response occurred within 2 seconds for a previously
mastered item?
16. Were prompted trials followed by a transfer trial, easy trial(s), and a check trial? 17. Did instructor differentially reinforce (better reinforcement) target responses? 18. Did instructor differentially reinforce (better reinforcement) quicker and more
independent responding?
19. If problem behavior occurred, did instructor not remove the demand and follow
through by keeping the demand on?
20. Did instructor deliver less reinforcement following run through’s that required
extinction (keeping demand on)?
_____20=
_____%
trial Transcription of demands/
Responses
Number of
demands
Timing of
trial Feedback
1. (T-p Ttt) I R T√ SR+ 4 12” Remember to repeat your SD
following the error and before
you prompt.
Great job remembering your
transfer trial and check trial!
2. E R T R SR+ 4 8” Nice run through of easy and
quick responses. Also great
example of mixing of the
different operants
3. (Rp Rtt) I R R√ SR+ 4 15” Perfect example of errorless
• Adams, G. L., Tallon, R. J., & Rimmel, P. (1980). A comparison of lecture versus role-playing in the training of the use of positive reinforcement. Journal of Organizational Behavior Management, 2, 205-212.
• Alessi, G. (1987). Generative strategies and teaching for generalization. The Analysis of Verbal Behavior: 5, 15–27.
• *Azrin, N. H., Jamner, J. P., & Besalel, V. A. (1989). Student learning as the basis for reinforcement to the instructor. Behavioral Residential Treatment, 4, 159-170.
• Causin, K., Albert, K., Carbone, V. J., &Sweeney-Kerwin, E. (2012) The Role of Joint Control In Teacing Complex Listener Behavior to Children with Autism. Presentation at 33rd Annual Conference of the Berkshire Association for Behavior Analysis
• Carbone, V. (2003). Workshop Series: Teacher Repertoires Necessary to Teach Language and Basic Learner Skills to Children with Autism; Four Important Lines of Research in Teaching Children with Autism.
• Carbone, V. (2004). Invited Address: Clinical Applications of Verbal Behavior Research with Children with Autism. Presentation at the 30th Annual Convention of the Association of Behavior Analysts: Boston, MA
• Carbone, V.J., Morgenstern, B., Zacchin-Terri, G., & Kolberg, L. (2007). The role of the reflexive conditioned motivating operation (CMO-R) during discrete trial instruction of children with autism. Journal of Early Intensive Behavioral Interventions, 4, 658-679.
• Carbone, V. J. (2015) Selected Topics in Behavior Analysis and Teaching Children with Autism. Training Workshop: Harrisburg, PA.
Selected References
• Codding, R. S., Feinberg, A.B., Dunn, E.K., & Pace, G. M. (2005). Effects of immediate performance
feedback on implementation of behavior support plans. Journal of Applied Behavior Analysis, 38, 205-219.
Children with Autism. Oxford University Press, Inc., NY
• Layng, T.V. J. (2012) Analyzing and Teaching Concepts to Higher Functioning Children.
Conference presentation: 2012 National Autism Conference, State College, PA
• Maine Department of Health and Human Services and Maine Department of Education.
(2009). Interventions for Autism Spectrum Disorders: State of the Evidence. Report of the
Children’s Services Evidence-Based Practice Advisory Committee
• Michael, J. (1988). Establishing operations and the mand. The Analysis of Verbal Behavior, 6, 3-
9.
• Michael, J., Palmer, D. C., & Sundberg, M. L. (2011). The multiple control of verbal behavior.
The Analysis of Verbal Behavior, 27, 3-22.
Selected References
• Miklos, M. & Dipuglia, A. (2009) Mand training within the Pennsylvania Verbal Behavior Project: a training manual. Pennsylvania Training and Technical Assistance Network: Harrisburg, PA.
• Miklos, M., Dipuglia, A., & Galbraith, W. A. (2010, May). Changes in student performance: Case studies in verbal behavior within a large-scale public school project. Symposium presented at the 36th Annual Convention of the Association for Behavior Analysis, San Antonio, TX.
• Missouri Autism Guidelines Initiative (2012.) Autism Spectrum Disorders: A guide to evidence based interventions. Missouri Foundation for Health: St. Louis and Springfiled, MO.
• National Autism Center (2009). National Standards Project, Findings, and Conclusions, Addressing the need for evidence-based practice guidelines for autism spectrum disorders. National Autism Center: Randolph, MA
• National Research Council (2001). Educating Children with Autism. National Academy Press: Washington, DC
• Neef, N. A., Walters, J., & Egel, A. L. (1984). Establishing generative yes/no responses in developmentally disabled children. Journal of Applied Behavior Analysis, 17, 453-460.
• O’Hanlon, J. and Mortensen, L. 1980. “Making Teacher Evaluation work.” Journal of Higher Education, 51, 664-72
• Palmer 2012 The role of atomic repertoires in complex behavior. The Behavior Analyst, Spring; 35(1): 59–73
• Partington, J.W. & Sundberg, M.L . (1998). The assessment of basic language and learning skills. Behavior Analysts, Inc., California
• Pennsylvania Department of Education (2012). Annual child count data: 1993-2013. Harrisburg, PA: DOE.
Selected References
• Sautter, R. A. , & LeBlanc, L. A. ( 2006.) Empirical applications of Skinner’s analysis of verbal behavior with humans. The Analysis of Verbal Behavior: 22, 35-48.
• Skinner, B.F. (1957). Verbal Behavior. New York: Appleton-Century.
• Sundberg, M. L. (2005). A behavioral analysis of motivation and its relation to mand training. In L. W. Williams (Ed.). Development disabilities: Etiology, assessment and intervention.
• Sundberg, M. L., & Michael, J. (2001). The Benefits of Skinner’s analysis of verbal behavior for teaching children with autism. Behavior Modification, 25, 698-724.
• Sundberg M.L. (2008)The verbal behavior milestones assessment and placement program: The VB-MAPP. Concord, CA: AVB Press.
• Sundberg, M. L., & Sundberg, C. A. (2011). Intraverbal behavior and verbal conditional discriminations in typically developing children and children with autism. The Analysis of Verbal Behavior: 27, 23–43.
• Tu, J. C. (2006). The role of joint control in the manded selection responses of both vocal and non-vocal children with autism. The Analysis of Verbal Behavior, 22, 191-207.
• Wolery, M., Bailey, D. B., & Sugai, G. M. (1988). Effective teaching: Principles of applied behavior analysis with exceptional students. Boston: Allyn & Bacon
• Wong, C., Odom, S. L., Hume, K., Cox, A. W., Fettig, A., Kucharczyk, S., Brock, M. E., Plavnik, J. B., Fluery, V. P., & Schultz, T. R. (2014). Evidence based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorders. Chapel Hill: University of North Carolina Frank Porter Graham Child Development Center.