Using the Verbal Behavior Approach to Teach Children with Autism Mary Lynch Barbera, RN, MSN, BCBA May 2009 Autism One Conference.

Using the Verbal Using the Verbal Behavior Behavior

Approach to Approach to Teach Children Teach Children

with Autismwith AutismMary Lynch Barbera, RN, MSN, BCBAMary Lynch Barbera, RN, MSN, BCBA

www.vbapproach.comwww.vbapproach.com May 2009May 2009

Autism One ConferenceAutism One Conference

My Autism JourneyMy 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 –Publication of my book: The Verbal Behavior Approach: How to Teach Children with Autism and Related Disorders.

Lovaas StudyLovaas Study• Published in 1987

– 59 children (3 years age or under) diagnosed with autism• 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 choiceABA as the treatment of choice

• Applied Behavior Analysis (ABA) is the only scientifically validated treatment for autism 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.

An Overview of An Overview of ABAABA

Applied Behavior Analysis Applied Behavior Analysis (ABA)(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 Principles of ABABasic Principles of ABA• Behavior is defined in objective and

measurable terms• Examines the functional relationship

between behavior and its controlling variables

• Analyzes socially significant behavior in need of improvement

• Analyzes behavior through a three term contingency

Three Term ContingencyThree Term Contingency• Antecedent--Behavior--Consequences

A—B—C

Also Described As Discriminative Stimulus--Response--

Consequence

MO/SD—R—Reinf. or Punish.

Basic Behavioral Basic Behavioral PrinciplesPrinciples

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 Three (Really Four) Term ContingencyContingency

Antecedent--Behavior--Consequences

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

Examples of Three Term Examples of Three Term ContingencyContingency

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

• “Do Puzzle” – Child falls to floor – Demand withdrawn

You use the principles of You use the principles of ABA all day long!ABA all day long!

• ABA is used to:– Increase positive behaviors

• Language, self care skills, academic skills.

– Decrease negative behaviors• Tantrums, biting, kicking, crying

$1000 Activity$1000 Activity• Think of a child you know with

challenging behaviors:

– If I gave you $1000 for that child to have a “good day” with little to no problem behavior, what would you do?

Pick one or two target Pick one or two target behaviorsbehaviors

• Select the target behavior to be reduced by examining…

– The seriousness of the behavior…if could injure self or others…target these before behaviors such as hand flapping or poor attention.

– The frequency of the behavior

Define Setting EventDefine Setting Event• Aspects of a person’s environment or daily

routine that do not necessarily occur immediately before the behavior.

– Medication adjustment– Medical problems (pink eye, diaper rash)– Sleep problems– Eating routines/diet– Number of people in room– Daily schedule (how predictable/how much choice)

Immediate AntecedentsImmediate Antecedents• What triggered the behavior

What happened immediately before problem behavior started:

Computer was turned offTold child to hang up coatChild saw candy and wanted it

Using the principles of ABA Using the principles of ABA to reduce problem to reduce problem

behaviorbehavior

Define Behavior----Be Specific!!Kicking his feet against the chair, throwing books, biting his own fingers, hitting his head with his fist.

NOT: Having a tough time, frustrated, irritable

ConsequencesConsequences• Reinforcement

– A consequence that results in increasing or maintaining the future rate of behavior it follows.

Punishment– A consequence that results in

decreasing the future rate of behavior it follows.

ConsequencesConsequences

• Any behavior that occurs repeatedly is serving some useful function and producing some type of reinforcement.

ConsequencesConsequences• After a behavior has occurred the

environment can change in several ways:1. A neutral event can happen: if nothing

happens that is relevant, the consequence will likely have no effect on the behavior.

2. Things can get better: if things get better, the behavior will likely occur again under similar conditions. This is called reinforcement.

3. Things can get worse: if things get worse, the behavior will likely not occur again under similar conditions. This is called punishment.

Things Get Better: Things Get Better: ReinforcementReinforcement

• Reinforcement is a change in the environment following a behavior that increases the future probability of that behavior under similar circumstances.

Things Get Worse: Things Get Worse: PunishmentPunishment

• When things get worse following a behavior, the behavior is less likely to occur in the future under similar circumstances. This is punishment.

• Punishment decreases the likelihood of behavior; Reinforcement (including negative reinforcement) increases behavior.

Is Time Out a Is Time Out a Reinforcement or a Reinforcement or a

Punishment?Punishment?

• Need to look whether time out is increasing or decreasing the frequency of the target behavior.

• Most people think Time Out is a punisher but it functions as a reinforcement for many children.

Take Data To Identify Take Data To Identify the A, B, and Cthe A, B, and C

• Without taking baseline date and identifying the antecedent, behavior, and consequence, it is not wise to implement a behavior reduction strategy

Functions of Problem Functions of Problem BehaviorBehavior

• To obtain something desirable (Attention, Tangibles, Sensory Stimulation).

• To avoid or escape something undesirable (Task avoidance).

Antecedent InterventionsAntecedent Interventions• Changing the environment before the

behavior occurs to prevent the behavior.

Focus on pairing/manding8 positives to every negativeReconfigure class layout or ratioGive more or less time at a centerGet more sleep at night or napEat breakfast or serve snack earlierProvide transition warnings

Reactive InterventionsReactive Interventions• Interventions implemented after

problem behavior occurs.

• Some examples:– Count and Mand (use for attention only)– Planned Ignoring (use for attention only)– Time Out (use for attention only)– Work through Demand (use for escape

only)

Count and MandCount and Mand• Explained in Chapter 2 of my book• Used for access to tangibles/attention only!• Can also use count and give choice, count and

R+, or count and give attention.Steps:1. Stop the problem behavior (hands down, be

quiet, no kicking)2. Silent count to 3, 5, or 10—if problem behavior

resumes, return to # 1.3. Prompt the mand “cookie”—child echoes

“cookie” Right…how do you ask?…child responds “cookie”….deliver R+.

Combined ApproachCombined Approach• Spend 95% of your time preventing

problem behavior

• When negative behaviors do occur, use reactive intervention consequences at the moment.– Count and Mand– Planned Ignoring– Time Out– Work Through Demand

If you find yourself using If you find yourself using reactive interventions reactive interventions

frequentlyfrequently• You need to continue to take data or re-

start data taking to determine setting events, antecedents and functions of target behavior

• Your demands might be too high and/or reinforcement might be too low

• The environment might need to be changed

Three things that matter no matter Three things that matter no matter what the age or functioning level!!what the age or functioning level!!

1. Problem behaviors at or near 02. Ability to request wants and needs

to an unfamiliar adult3. Independent toileting

****2-minute activity****

Case StudiesCase Studies • Case Study # 1 • Amy’s mother reports that Amy is a poor

sleeper. Each Monday morning she arrives to daycare and begins to play. When she is called to circle, Amy cries and throws herself to the ground. The staff tries to find something less aversive to Amy and usually tries bouncing Amy on the ball to get her calm. Amy does usually quiet down on the ball.

Case Study QuestionsCase Study Questions

• What might be a setting event?• What is the immediate antecedent?• What is the behavior?• What is the consequence?• Does the consequence serve as a Reinforcer or

Punishment?

Case Study #1 (cont.)Case Study #1 (cont.)• Will the behaviors likely go up or

down?• What is the most likely the function

of Amy’s behavior?• What are some interventions you

would recommend to help reduce Amy’s negative behavior

Using ABA and Verbal Using ABA and Verbal Behavior (VB) to Behavior (VB) to Increase Positive Increase Positive

BehaviorsBehaviors

• Increasing language and learning skills using the principles of ABA and B.F. Skinner’s Analysis of Verbal Behavior

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

Precision Teaching

Fluency Based Instruction

Discrete Trial

Teaching

Verbal Behavior

Direct Instruction

Applied Behavior Analysis

Incidental Teaching

Lovaas

Therapy

Intensive behavioral Interventio

n

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)

Common terms for the Verbal Common terms for the Verbal OperantsOperants

Mand = requestTact = labelIntraverbal = conversation,

answering a question, responding when someone else talks

Echoic = repeating what someone else says

Receptive or Listener Responding = following directions

What is “Coffee”???????What is “Coffee”???????Is it a…

• MAND?

• TACT?

• INTRAVERBAL?

ECHOIC

INTRAVERBALRECEPTIVE

(FFC)

TACT(FFC)

MAND

Verbal OperantsVerbal 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)


Non-specific reinforcement(gets praised, for instance)

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



Echoic Verbal Stimulus(someone says “cookie”)

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


Receptive (actually not a verbal operant)

Verbal stimulus (someone says “touch cooke”)*

Non-verbal behavior(child touches cookie)


Verbal Behavior ActivityVerbal Behavior ActivityAs a result of: One has a tendency to: This is a:

Seeing a grape Saying “grape”

Hearing a horn Saying “truck”

Someone saying “what says moo?” Saying “cow”

Wanting a push on the swing Saying “push”

Being told to “stand up” Standing up

Someone “winnie the” Saying “pooh”

Someone says “potty” Saying “potty”

Seeing a stranger Saying “what’s your name?”

Seeing a tree Saying “tree”

Two other related skills: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 Teaching the MandMand

Why Teaching Mands is Why Teaching Mands is ImportantImportant

• 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 MandThe Mand(Requesting)(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 Examples of contriving an MOMO

• 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 When Negative Behaviors Occur During Mand TrainingOccur 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 Keep Number and Effort of Demands Low at FirstDemands Low at First

• Carefully assess skills• 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

The Assessment Of The Assessment Of Basic Language and Basic Language and

Learning SkillsLearning Skills

The ABLLSThe ABLLS

Structure Of ABLLSStructure Of ABLLS

T h ree C om p on e n ts

A B L LS P ro to co lC u rricu lu m & S co ringR e co rd C h ild S co res

S k ills T ra ckin g S ys tem

A B LL S G u ideS co rin g Ins tru ctio ns

IE P D e ve lo pm en t G u ideA n l. S co re s & E s t. P rio rit ies

T e ach ing L an g ua g e to C h ild renw ith A u tism

V e rb a l B e ha v io rW h a t & H ow to T e a ch

Daniel’s ABLLS A-HDaniel’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

Daniel’s ABLLS I-RDaniel’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

Daniel’s ABLLS S-ZDaniel’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

Mason’s ABLLSMason’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:

Recommendations for Recommendations for Mason 1/5/05Mason 1/5/05

• Matching Identical Objects/Pictures (F/3)

• Increase Verbal Imitation using Mand • Work on Fill-ins with songs• Baseline Labels• Set up Mand Sessions (2) 10-minute

sessions/day• Keep demands low (VR 3 or 4)

Recommendations for MasonRecommendations for Mason2/25/052/25/05

• Puzzles/easy toys (shape sorter)• Matching—start categories –make sure he knows

tacts of exemplars• Prompt him to request actions and missing items• Baseline labels (buy flash cards)• Mix 80% easy to 20% hard w/VR 3• Continue teaching songs• Play doh and coloring• RFFC to TFFC to IFFC with item as answer• Count and Mand for access to tangibles

Lilly’s ABLLSLilly’s ABLLSABLLS 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 ○ 1 1 1 1 H 42 ● . . . .C 41 ● . . . . G 41 ● . . . . H 41 ● . . . .C 40 ○ 1 1 . . G 40 ● . . . . H 40 ● . . . .C 39 ○ 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 ● . . . . G 36 ● . . . . H 36 ● . . . .C 35 ○ 1 1 1 1 G 35 ● . . . . H 35 ● . . . .C 34 ● . . . . G 34 ● . . . . H 34 ● . . . .C 33 ● . . . . G 33 ● . . . . H 33 ● . . . .C 32 ● . . . . G 32 ● . . . . H 32 ● . . . .C 31 ○ 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 ● . . . . H 28 ● . . . .C 27 ○ 1 1 1 1 F 27 ○ 1 1 . . G 27 ● . . . . H 27 ● . . . .C 26 ○ 1 1 . . F 26 ● . . . . G 26 ● . . . . H 26 ● . . . .C 25 ○ 1 1 . . F 25 ● . . . . G 25 ○ 1 1 1 1 H 25 ● . . . .C 24 ○ 1 1 1 . F 24 ● . . . . G 24 ● . . . . H 24 ● . . . .C 23 ○ 1 1 1 . F 23 ● . . . . G 23 ● . . . . H 23 ● . . . .C 22 ○ 1 1 1 . F 22 ● . . . . G 22 ● . . . . H 22 ● . . . .

B 21 ● . . . . C 21 ○ 1 . . . F 21 ● . . . . G 21 ● . . . . H 21 ● . . . .B 20 ● . . . . C 20 ● . . . . F 20 ● . . . . G 20 ● . . . . H 20 ● . . . .B 19 ● . . . . C 19 ○ 1 1 1 1 F 19 ● . . . . G 19 ● . . . . H 19 ● . . . .B 18 ● . . . . C 18 ○ 1 1 1 1 F 18 ● . . . . G 18 ● . . . . H 18 ● . . . .B 17 ● . . . . C 17 ○ 1 1 1 1 F 17 ● . . . . G 17 ● . . . . H 17 ● . . . .B 16 ● . . . . C 16 ○ 1 1 1 1 F 16 ● . . . . G 16 ● . . . . H 16 ○ 1 . . .B 15 ● . . . . C 15 ○ 1 1 1 1 F 15 ● . . . . G 15 ○ 1 1 . . H 15 ● . . . .B 14 ● . . . . C 14 ○ 1 1 1 1 F 14 ● . . . . G 14 ○ 1 1 . . H 14 ● . . . .B 13 ● . . . . C 13 ○ 1 1 1 1 D 13 ● . . . . F 13 ● . . . . G 13 ○ 1 1 . . H 13 ● . . . .B 12 ● . . . . C 12 ○ 1 1 1 1 D 12 ○ 1 1 1 1 F 12 ○ 1 1 . . G 12 ○ 1 1 . . H 12 ● . . . .

A 11 ○ 1 . . . B 11 ○ 1 . . . C 11 ○ 1 1 1 1 D 11 ○ 1 1 . . F 11 ○ 1 1 . . G 11 ○ 1 1 1 1 H 11 ● . . . .A 10 ● . . . . B 10 ○ 1 1 1 1 C 10 ○ 1 1 . . D 10 ● . . . . F 10 ● . . . . G 10 ○ 1 1 1 . H 10 ● . . . .A 9 ○ 1 1 . . B 9 ● . . . . C 9 ○ 1 1 1 1 D 9 ○ 1 1 1 . E 9 ○ 1 . . . F 9 ○ 1 1 . . G 9 ○ 1 1 1 1 H 9 ● . . . . I 9 ● . . . .A 8 ○ 1 . . . B 8 ● . . . . C 8 ○ 1 1 1 1 D 8 ○ 1 1 . . E 8 ○ 1 1 1 . F 8 ○ 1 1 . . G 8 ● . . . . H 8 ● . . . . I 8 ○ 1 1 1 1A 7 ○ 1 1 1 . B 7 ● . . . . C 7 ○ 1 1 1 1 D 7 ○ 1 1 . . E 7 ● . . . . F 7 ○ 1 1 1 1 G 7 ○ 1 1 . . H 7 ● . . . . I 7 ○ 1 1 1 1A 6 ○ 1 1 1 1 B 6 ● . . . . C 6 ○ 1 1 1 1 D 6 ○ 1 1 1 1 E 6 ● . . . . F 6 ● . . . . G 6 ○ 1 1 . . H 6 ○ 1 1 1 . I 6 ○ 1 1 1 1A 5 ○ 1 1 1 1 B 5 ○ 1 1 1 . C 5 ○ 1 1 1 1 D 5 ○ 1 1 1 1 E 5 ○ 1 . . . F 5 ○ 1 1 1 . G 5 ○ 1 . . . H 5 ● . . . . I 5 ○ 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 . G 4 ○ 1 . . . H 4 ○ 1 1 1 1 I 4 ○ 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 . . . F 3 ○ 1 1 1 1 G 3 ○ 1 1 1 1 H 3 ○ 1 1 1 1 I 3 ○ 1 1 . .A 2 ○ 1 1 1 1 B 2 ○ 1 1 1 1 C 2 ○ 1 1 1 1 D 2 ● . . . . E 2 ○ 1 1 1 1 F 2 ○ 1 1 1 1 G 2 ○ 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

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




D - Imitation E - Vocal Imitation

F - Requests G - Labelling H - Intraverbals I - Spontaneous Vocalization

ABLLS--LucasABLLS--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




D - Imitation

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

Date

VB MAPP--LucasVB 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

Language Barriers--LucasLanguage 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

Recommendations for LucasRecommendations for Lucas

• Intensive teaching and NET sessions• VR 15 (with 80% easy/20% hard)• Teach prepositions/pronouns• Teach manding for

attention/information• Edmark reading program• Teach coin and time identification• Leisure and self care skills

Thirteen Intervention TipsThirteen Intervention Tips

• 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

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 Pairing

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

# 3 Giving Directions# 3 Giving Directions3. 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 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#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.

#6 Matching#6 Matching

6. Teach the child to match items and pictures. Label the item instead of using the command “match” or “put with same.”

# 7 Imitation# 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 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 #9 Give Directions You Can PromptPrompt

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 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# 11 Sabotage Daily Life11.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 # 12 Do Not Reinforce Problem BehaviorBehavior

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

# 13 Prevent and Correct # 13 Prevent and Correct Errors throughout the day!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 PointsSome Take Home Pointsfor Use With All Children (and Adults)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

Questions?Questions?

• www.vbapproach.com

• [email protected]

• Thank You!

Using the Verbal Behavior Approach to Teach Children with Autism Mary Lynch Barbera, RN, MSN, BCBA May 2009 Autism One Conference.

Documents

behavior behavior

behavior slide

principles of behavior

significant behavior

problem behavior

analysis of verbal behavior

verbal behavior approach

overview of aba slide