a quick introduction - dfw autism conference · verbal behavior 101: a quick introduction tashenna...
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Verbal Behavior 101:A Quick Introduction
Tashenna Gillmore, M.Ed., BCBA, LBA
The Heart of Behavior LLC.
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APPLIED BEHAVIOR ANALYSIS
What is ABA?
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Applied Behavior Analysis (ABA)
• Applied : application, serves purpose
• Behavior: observable response
• Analysis: study of behaviors
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Definition:
"Applied behavior analysis is the science in which procedures derived from the principles of behavior are systematically applied to improve socially significant behavior to a meaningful degree and to demonstrate experimentally that the procedures employed were responsible for the improvement in behavior." (p. 14)
Cooper, Heron, and Heward (1987)
Applied Behavior Analysis (ABA)
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Applied Behavior Analysis (ABA)
• What isn’t it?– Applied Behavior Analysis is NOT one set of
procedures that can be applied to everyone.
– Applied Behavior Analysis is NOT synonymous with Discrete Trial Teaching (DTT)
– Applied Behavior Analysis is NOT just for individuals with Autism.
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ABA is a science that can be used for a variety of problems across a variety of people, including how people learn.
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Understanding the Functions of Behavior
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Understanding Behavior
Looking at Behaviors
Topography : What
Function : Why
(motivation is key)
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Understanding Behavior
Antecedent
• The event that occurs before a behavior
Behavior
• The observable response
Consequence
• The event that occurs after a behavior
Three Term Contingency: A-B-C
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Functions of Behavior
• Socially Mediated Positive
• Socially Mediated Negative
• Automatic Positive
• Automatic Negative
Neidert, (2010)
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Socially Mediated Positive Reinforcement
• Something delivered by another person following a behavior that makes it more likely to occur.
– Tangibles
– Attention
– Activities
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Socially Mediated Negative Reinforcement
• Something (demand) removed by another person following a behavior that makes it more likely to occur.
– Escape
– Avoidance
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Automatic Positive Reinforcement
• Movements or activities of the body that produce a feeling that makes it more likely to occur.
– Self-stimulatory Sensations
– Restrictive and Repetitive Behaviors
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Automatic Negative Reinforcement
• Movements or activities of the body that remove a unpleasant or uncomfortable feeling that makes that behavior more likely to occur.
– Termination of pain
– Pain Attenuation
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What is Reinforcement?
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Reinforcement
• An event that follows a behavior that makes that behavior more likely to occur.
* Positive reinforcement
* Negative reinforcement
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Positive Reinforcement
The contingent presentation of a stimulus immediately following a response, which increases the future rate and/or probability of the response. (Alberto & Troutman)
Think math, what are you “adding” to their environment?
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Negative Reinforcement
The contingent removal of an aversive stimulus immediately following the response; increasing the rate and/or probability of the response.
(Alberto & Troutman)
Think math, what are you “subtracting: from their environment?
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Motivation / Reinforcement
Who?
When?
Why?
Everyone
All the time
To increase, decrease or maintain behavior
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Motivation / Reinforcement
“Motivation is of central importance to the learning process, and reinforcement is usually the key to motivation.” (Neidert, 2010)
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Motivation / Reinforcement
V ------- Value
E ------- Effort
R ------- Rate
M ------- Magnitude
I ------- Immediacy
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V‐ Value E‐ Effort
• The payoff (value) should be worth the amount of work (effort)
“Is the reinforcer valuable to the
individual for the amount
of effort required?”
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R‐ Rate
• Frequency of reinforcement
• Fixed vs. Intermittent
“How often is reinforcement delivered?”
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M‐ Magnitude
• Reinforcers should be delivered in a worthwhile amount that is enough to increase the behavior, but not too much to satiate the individual.
• Size can refer to amount or duration of engagement
“Was the amount of the reinforcer used worthwhile?”
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I‐Immediacy
• Reinforcers should be delivered immediately following the behavior that you want to increase.
“Was the reinforcer delivered immediately after the behavior?”
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Motivation / Reinforcement
V ------- Value
E ------- Effort
R ------- Rate
M ------- Magnitude
I ------- Immediacy
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What are the verbal operants?
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Verbal Behavior & the Verbal Operants
• Skinner (1957) defined Verbal Behavior as: “Behavior that is reinforced through the mediation of other persons”
• The Verbal Operants are the sub-categories of verbal behavior.
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Verbal Operants
• Mand
• Tact
• Receptive
• Intraverbal
• Echoic
• Motor Imitation
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Mand
• A Mand is a function of language which means to request an item or activity based on the motivation for that item or activity.
– Example: Feel thirsty, ask for “water”.
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Tact
• A Tact or label is a function of behavior where there is a non-verbal stimulus that evokes the language for that item.
– Example: Hold up a book, ask, “What is it?”
» Student says, “Book”
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Receptive
• A receptive command is when someone follows an instruction to give an item or perform a task.
– Example: “Give me the cup.”
» The student gives the cup.
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Intraverbal
• An intraverbal is a response to someone else’s verbal behavior without a visual stimulus present.
– Example: “What is your name?”
» “Billy”
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Echoic
• An echoic is when someone matches someone else’s verbal behavior.
– Example: “Say water”
» “water”
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Motor Imitation
• Motor imitation is when someone does a motor movement and the learner imitates or copies that motor movement.
– Example: “Do this” (teacher claps)
» (student claps)
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Verbal Operants
Candy
Mand
Tact
Receptive
Intraverbal
Echoic
Motor Imitation
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References
Association for Behavior Analysts International. (2010). What is Behavior Analysis?. Available from www.abainternational.org/ba.asp
Barbera, M.L., Rasmussen, T. (2007). The verbal behavior approach: How to teach children with autism and related disorders. Philadelphia, PA: Kingsley, Jessica Publishers.
Bondy, A., Esch, B.E., Esch, J.W., & Sundberg, M. (2010). Questions on verbal behavior and it’s application to individual’s with autism: An interview with the experts. Behavior Analyst Today, 11(3), 186-205.
Butterfly Effects. (2012). ABC Skills Training: ABC Data Collection. Available from http://www.youtube.com/watch?v=c66KoeifoLI
Cooper, J.O., Heron, T.E., & Heward, W.L. (2007). Applied behavior analysis. Upper Saddle River, NJ: Pearson/Merrill-Prentice Hall.
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References
Harding, Jay W.; Wacker, David P.; Berg, Wendy K.; Winborn-Kemmerer, Lisa; Lee, John F.; Ibrahimovic, Muska. (2009). Analysis of Multiple MandingTopographies during Functional Communication Training. Education & Treatment of Children, 32(1), 21-36.
Mancil, G.R., & Boman, M. (2010). Functional communication training in the classroom: A guide for success. Preventing School Failure, 54(4), 238-246.
Neidert, P.L., Dozier, C.L., Iwata, B.A., & Hafen, M. (2010). Behavior analysis in intellectual and developmental disabilities. Psychological Services, 7(2), 103–113.
Ryan, J.B., Hughes, E.M., Katsiyannis, A., McDaniel, M.,& Sprinkle, C. (2011). Research-Based Educational Practices for Students with Autism Spectrum Disorders. Council for Exceptional Children, 43(3), 56-64.
Skinner, B.F. (1957). Verbal Behavior. Upper Saddle River, NJ: Pearson/Merrill-Prentice Hall.
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Contact Information:
• The Heart of Behavior LLC.– www.theheartofbehavior.com
• Tashenna Gillmore, M.Ed., BCBA– [email protected]
– (214)608-7120
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