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The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA www.vbapproach.com Autism One May 2008
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The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA Autism One May 2008.

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Page 1: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

The Verbal Behavior Approach: Teaching Children with Autism

Mary Lynch Barbera, RN, MSN, BCBAwww.vbapproach.com

Autism OneMay 2008

Page 2: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  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*****

Page 3: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

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.

Page 4: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

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”

Page 5: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

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.

Page 6: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

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.

Page 7: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

An Overview of ABA

Page 8: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

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)

Page 9: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

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

Page 10: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

Three (Really Four) Term Contingency

Antecedent--Behavior--Consequences

Motivation is now seen as playing a significant role in this model (Michael)

Page 11: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

Examples of Three Term Contingency

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

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

Page 12: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

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

Page 13: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

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

Page 14: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

Precision Teaching

Fluency Based Instruction

Discrete Trial

Teaching

Verbal Behavior

Direct Instruction

Applied Behavior Analysis

Incidental Teaching

Lovaas type

Therapy

Intensive behavioral Interventio

n

Page 15: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

What is Verbal Behavior?

Behavior that is reinforced through the mediation of another person’s behavior

Page 16: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

Dual Path of Applied Behavior Analysis Research

LOVAAS (UCLA)

ABA ResearchPlus

Discrete Trial Training(structure)

MICHAEL (WMU)

ABA Research Plus

Discrete Trial TrainingPlus

Skinner’s Analysis ofVerbal Behavior

(function)

Page 17: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

Common terms for the Verbal Operants

Mand = requestTact = labelIntraverbal = conversation,

answering a question, responding when someone else talks

Echoic = repeating what someone else says

Receptive or Listener Responding = following directions

Page 18: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

What is “Coffee”???????

Is it a…

• MAND?

• TACT?

• INTRAVERBAL?

Page 19: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

Verbal OperantsVerbal Operant

Antecedent Behavior Consequence

Mand Motivative Operation ( wants cookie)

Verbal behavior(says “cookie”)

Direct reinforcement(gets cookie)

Tact Sensory Stimuli(sees or smells cookie)

Verbal behavior(says “cookie”)

Non-specific reinforcement(gets praised, for instance)

Intraverbal Verbal stimulus(someone says:”What do you eat?”

Verbal behavior(says “cookie”)

Non-specific reinforcement(gets praised, for instance)

Echoic Verbal Stimulus(someone says “cookie”)

Verbal behavior: repeats all or part of antecedent(says “cookie”)

Non-specific reinforcement(gets praised, for instance)

Receptive (actually not a verbal operant)

Verbal stimulus (someone says “touch cooke”)*

Non-verbal behavior(child touches cookie)

Non-specific reinforcement(gets praised, for instance)

Page 20: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

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.)

Page 21: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

Teaching the Mand

Page 22: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

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

Page 23: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

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.

Page 24: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

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.

Page 25: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

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!

Page 26: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

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

Page 27: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

Daniel’s ABLLS A-HABLLS 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 onlyColor Key

C 52 ● . . . .C 51 ● . . . .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 ● . . . . C 4 ○ 1 1 . . D 4 ● . . . . E 4 ● . . . . F 4 ● . . . . G 4 ● . . . . H 4 ● . . . .A 3 ○ 1 1 1 1 B 3 ● . . . . C 3 ○ 1 1 . . D 3 ● . . . . E 3 ● . . . . F 3 ● . . . . G 3 ● . . . . H 3 ● . . . .A 2 ○ 1 1 . . B 2 ● . . . . C 2 ○ 1 1 . . D 2 ● . . . . E 2 ● . . . . F 2 ● . . . . G 2 ● . . . . H 2 ● . . . .A 1 ○ 1 1 1 1 B 1 ○ 1 . . . C 1 ○ 1 1 . . D 1 ○ 1 1 . . E 1 ● . . . . F 1 ○ 1 1 1 1 G 1 ● . . . . H 1 ● . . . .

DateJanuary 0, 1900January 0, 1900January 0, 1900

A - Cooperation & Reinforcer Effectiveness

B - Visual Performance

C - Receptive Language

D - Imitation E - Vocal Imitation

F - Requests G - Labelling H - Intraverbals

Page 28: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

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 Vocalization

J - Syntax and Grammar

K - Play and Leisure

L - Social Interaction

M - Group Instruction

N - Classroom Routines

P - Generalized Responding

Q - Reading

Page 29: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

Daniel’s ABLLS S-Z

Y 28 ? . . . . Z 28 ? . . . .Y 27 ? . . . . Z 27 ? . . . .Y 26 ? . . . . Z 26 ? 1 1 1 1Y 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 1Y 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 1S 7 ? . . . . U 7 ? . . . . V 7 ? . . . . W 7 ? . . . . X 7 ? . . . . Y 7 ? 1 1 1 1 Z 7 ? 1 1 1 1S 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 1S 4 ? . . . . T 4 ? . . . . U 4 ? . . . . V 4 ? . . . . W 4 ? . . . . X 4 ? . . . . Y 4 ? 1 1 1 1 Z 4 ? 1 1 1 1S 3 ? . . . . T 3 ? . . . . U 3 ? . . . . V 3 ? . . . . W 3 ? . . . . X 3 ? . . . . Y 3 ? 1 1 1 1 Z 3 ? 1 1 1 1S 2 ? . . . . T 2 ? . . . . U 2 ? . . . . V 2 ? 1 1 . . W 2 ? . . . . X 2 ? . . . . Y 2 ? 1 1 1 1 Z 2 ? 1 1 1 1S 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 X - Toileting Y - Gross Motor Z - Fine MotorT - Spelling U - Dressing V - Eating W - Grooming

Page 30: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

Mason’s ABLLSo C52o C51o C50o C49o C48o C47o C46o C45o C44o C43o C42 o G42 o H42o C41 o G41 o H41o C40 o G40 o H40o C39 o G39 o H39o C38 o G38 o H38o C37 o G37 o H37o C36 o G36 o H36o C35 o G35 o H35o C34 o G34 o H34o C33 o G33 o H33o C32 o G32 o H32o C31 o G31 o H31o C30 o G30 o H30o C29 o G29 o H29o C28 o G28 o H28o C27 o F27 o G27 o H27o C26 o F26 o G26 o H26o C25 o F25 o G25 o H25o C24 o F24 o G24 o H24o C23 o F23 o G23 o H23o C22 o F22 o G22 o H22

o B21 o C21 o F21 o G21 o H21o B20 o C20 o F20 o G20 o H20o B19 o C19 o F19 o G19 o H19o B18 o C18 o F18 o G18 o H18o B17 o C17 o F17 o G17 o H17o B16 o C16 o F16 o G16 o H16o B15 o C15 o F15 o G15 o H15o B14 o C14 o F14 o G14 o H14o B13 o C13 o D13 o F13 o G13 o H13o B12 o C12 o D12 o F12 o G12 o H12

o A11 o B11 o C11 o D11 o F11 o G11 o H11o A10 o B10 o C10 o D10 o F10 o G10 o H10o A9 o B9 o C9 o D9 o E9 o F9 o G9 o H9 o I9o A8 o B8 o C8 o D8 o E8 o F8 o G8 o H8 o I8o A7 o B7 o C7 o D7 o E7 o F7 G7 o H7 o I7o A6 o B6 o C6 o D6 o E6 o F6 o G6 o H6 o I6o A5 o B5 o C5 o D5 o E5 o F5 o G5 o H5 o I5o A4 o B4 o C4 o D4 o E4 o F4 o G4 o H4 o I4o A3 o B3 o C3 o D3 o E3 o F3 o G3 o H3 o I3o A2 o B2 o C2 o D2 o E2 o F2 o G2 o H2 o I2o A1 o B1 o C1 o D1 o E1 o F1 o G1 o H1 o I1

Cooperation

& Reinforcers

Jan 05 2005

2/25/2005

Imitation Vocal Imitation RequestsReceptiveVisual

Performance Language

Intraverbals Spontaneous

Vocals

Labeling

Name: Mason

DOB:

Page 31: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

ABLLS--LucasColor Key

C 52 1 1 1 1C 51 1 1 1 1C 50 1 1 . .C 49 . . . .C 48 1 1 . .C 47 1 2 2 .C 46 2 2 . .C 45 1 1 1 1C 44 1 1 1 1C 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 1A 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 1A 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 1A 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 1A 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 1A 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

H - Intraverbals I - Spontaneous Vocalization

F - Requests G - LabellingE - Vocal Imitation

A - Cooperation & Reinforcer Effectiveness

B - Visual Performance

C - Receptive Language

D - Imitation

9/6/2007 Lucas B.June 7, 2007January 0, 1900

Date

Page 32: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

VB MAPP--LucasKey: Score Date Color Tester

Child's name Lucas Barbera 1st test: 117.5 M. Barbera

Date of birth 2nd test:

3rd test:

LEVEL 3

Mand Listener VP/MTS Writing 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

9

8

7

6

LEVEL 1

Mand Tact Listener VP/MTS Imitation Echoic Play Social Vocal

`

5

4

3

2

1

Aug-07

7/3/1996

Tact LRFFCSocial/playReading Math

Page 33: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

Language Barriers--LucasKey Date Color Tester

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

Date of birth: 2nd Asses.

3rd Asses.

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

5

4

3

2

11 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3

Defective List. Defective IV Prompt Dep. Generalization Scrolling Defective Scan Defective CD

5

4

3

2

11 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 Self-Stim Defective Artic. OCB Reinf. Depend. Attending

5

4

3

2

11 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3

08/2007

7/3/1996

Page 34: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

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

Page 35: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

# 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

Page 36: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

#2 Pairing

2. “Pair” yourself and the environment with reinforcement by giving the child lots of reinforcement with no effort required .

Page 37: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

# 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

Page 38: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

#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.

Page 39: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

#5 Mand Training

5. 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.

Page 40: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

#6 Matching

6. Teach the child to match items and

pictures. Label the item instead of

using the command “match” or “put with same.”

Page 41: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

# 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.

Page 42: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

# 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.

Page 43: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

#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)

Page 44: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

# 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.

Page 45: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

# 11 Sabotage Daily Life

11. 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.

Page 46: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

# 12 Do Not Reinforce Problem Behavior

12.  Do not respond whining, kicking, screaming and other negative behaviors.

For problem behavior related to access toattention/tangibles:• Walk away, Ignore, or use the Count and

Mand procedure

For escape related problem behavior: • Ignore problem behavior and continue

demand

Page 47: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

# 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”

Page 48: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

Some Take Home Pointsfor 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

Page 49: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

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.

Page 50: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.
Page 51: The Verbal Behavior Approach: Teaching Children with Autism Mary Lynch Barbera, RN, MSN, BCBA  Autism One May 2008.

Questions?

• www.verbalbehaviorapproach.com

[email protected]

• Thank You!