penn state send - amazon s3...skills “ t ” asking skills he asks for animals he wants. he asks...

Esch, Trad/VB AssessmentJuly 2012

PSU Nat’l Aut Conf

Copyright 2012 Barbara E. Esch. 1

Speech-Language Assessment:Why it needs a behavioral analysis

Barbara E. Esch, Ph.D.

National Autism ConferenceState College, Pennsylvania

July 31, 2012

Assessment Treatment

Languageskills

Otherskills

The primary goal of S-L assessment is to

provide treatment direction.




ErrorDescription

Treatmentdirection

(what to do)

Traditional S-L tests are based on the

assumption that language is a function of

_________________ and _______________.




Interestingly, non-language skills are not

typically described in ____________ terms.

They are generally assumed to be a

function of ____________________ and

_________________________.

A: The cabinet drawer was open

B: She bumped into the drawer

C: Her knee hurts

Because of their linguistic focus, traditional

S-L assessments describe errors in

____________________________.




Auditory word recognitionGrammatic completionAuditory discriminationDerivational adjectivesRelational vocabularySentence completionPhonemic analysis

Inflection verbsWord-findingPluralization

Sample skills areas on traditional S-L tests

NonverbalTest and author(s) Sub-test name or description Mand Echoic Tact IntraVB Textual Listener

Concepts & Following Directions xWord Structure x xRecalling Sentences xFormulated Sentences (x) x x (x)Word Classes 1 (ages 5-7) (x) (x) x xWord Classes 2 (ages 8-21) (x) (x) x xSentence Structure (x) (x) (x) xExpressive Vocabulary x xUnderstanding Spoken Paragraphs x

Phonological Awareness x (x)Word Associations Pb xNumber Repetition x (x)Familiar Sequences x (x)Rapid Automatic Naming xPragmatics Profile

Implied function of test itemsa

Clinical Evaluation of Language Fundamentals Ages 5-8(CELF-4)Semel et al. (2003)

Verbal

Table 5: Receptive-Expressive Language Tests

Esch et al. (2010). Speech and language assessment: A verbal behavior analysis. The Journal of Speech-Language Pathologyand Applied Behavior Analysis, 5, 166-191.

Ability to understand relationshipsbetween words that share avariety of functional andconceptual relationships

Interpret, conceptualize, organizeinformation to create meaning

Make connections between words

http://www.readingresource.net/teachingvocabulary.html

Relational vocabulary subtests

These words don’t pinpoint _______

_______________________________.

This risks:

______________________ (___________)

______________________ (___________)




Treatment direction for this kind of error?

Test item: Point to your nose.

Intervention?

Q: Which one is little?

A: Points to the baby

Q: What’s the opposite of big?

A: ---------

Test item performance

Failed

Passed

T: Say a sentence with theword running.T: He likes to run. He is ___.S: (no response)

Say or finish a sentencewith PP verb

T: What is he doing?S: Running

Label PP verb pix

Intervention?




Intervention?

Test item performance

Failed

Passed

T: What’s the opposite of big?S: (no response)

Tell opposite

T: Which one is little?S: Points to puppy

Point to opposite(comparisons)

Name some pets

1 cat, 2 ____ (cat or cats)?

What goes with cat - fork orwhiskers?

What word rhymes with ‘cat’

Say ‘catfish’ w/o saying ‘fish’

What animal says ‘meow’

Is a cat an animal?

Point to cat

Error described as...Fail on S-L assessment

Typical treatmentsbased on the assumption that the problem is a

defective or missing _______________________




Write the word ‘CAT’ cat

Heard Object SeenWord Word

Spoken WrittenWord Word

_________ stimuli

_________ stimuli

________________________________

If ____________ terminology doesn’t

_____________ treatment goals...

what ____________________________

offers treatment direction?




Linguisticprocesses,concepts,syntactic

structures,language

processor, etc

Hypotheticalenvironment Before-after events

Antecedents andconsequences in

A-B-C units

Anatomy &Physiology

Brain, blood chemistry,nerves, muscles, etc

Non-

languagebehavior

Speech &Languagebehavior

Environment(external)

Environment(internal)

Speech-Language = _____________

Language is a function of _________________________

Traditional view

SemanticsGrammar

Pragmatics

Syntax




Language is a function of ________________________

Behavior analytic view

Observe

Assess

Change

Plan treatment

Responses

Skills“Concept”

Asking skillsHe asks for animals he wants.

He asks Qs about animals.

Receptive skillsHe gets/gives animals when asked.He points to animals when asked.

Labeling skillsHe can name animals he

sees, hears, touches.

Conversation skillsHe answers questions

about animals.

Matching skillsHe can match

animal pictures.

Echoic skillsHe can repeatanimal names.

Vocal

Echoic

Imitation

Mand (requesting)

Tact (labeling)

Intraverbal (conversing)

Listener

Play & Leisure

Social

Group routines

Linguistic

Vis’l Performance

Reading, Writing, Math

Key: Score Date Color Tester

Child's name 1st test:

Date of birth 2nd test:

3rd test:

LEVEL 3 Mand Listener VP/MTS Writing IV Group Ling. Math

15

14

13

12

11

LEVEL 2 Mand Tact Listener VP/MTS Play Social Imitation Echoic LRFFC IV Group/CR Ling.

10

9

8

7

6

LEVEL 1 Mand Tact Listener VP/MTS Play Social Imitation Echoic Vocal

5

4

3

2

1

Tact LRFFCReadingSocialPlay

Skills by 48 mos

Skills by 30 mos

Skills by 18 mos

VB-MAPPVerbal Behavior Milestones Assessment & Placement Program

Sundberg, M. L. (2007)




Skills

Asking

Conversation

Labeling

Matching

Repeating

Receptive

Imitation

Play-leisure

What do we mean when we say“She doesn’t get the meaning of cat”

Meaning =

Under what before-and-after conditions

cat AfterBefore

does she say…




1 Response ____

ConsequentsAntecedentscat

cat

cat

cat

4 Response _____

Fx 1

Fx 3

Fx 4

Fx 2

Behavior ConsequenceAntecedent

4 Verbal Functions

Under this condition This response… Produces this

cookie Social (praise)“cookie”

cookie Social (praise)“name a snack”

cookie Social (praise)

cookiewants cookie➀

➁

➂

➃

Want it +/-

Conditions that evokelanguage responses

Something youcan see, hear,

taste, touch, feelbut it’s not “language”

Verbal infoIt doesn’t match the

response

VBIt matches the response

A response underthese conditions is

called ...




ConsequentsAntecedents

VB

VB

Fx 1 VB (language)that matches

responseSocial

VBFx 3 VB (language)that does not

match responseSocial

Fx 4Wants + or - Specific

VBFx 2 Sensory stim(but not lang stim) Social

MandMand IntraverbalIntraverbalEchoicEchoic TactTact

Behavioral analysisof language

1

AA BB CC

2

AA CC

AA CC

AA CC

AA CC

Echoic function

Intraverbal function

Mand function

Tact function

3 “Meaning” is defined by _____________________




A-B-C analysis can be done for_______ and _____________ behaviors

Time to line up Gets hugsCried

What’s your name? Hi, DanDaniel

The science of behavior ischanging ______ by changing these _____ thatoccur before and after any particular behavior

AAAntecedent events

BBBehavior

CCConsequent events

Errors occur in _______

error? ?

AAAntecedent events

BBBehavior

CCConsequent events

Error repair (Teaching)must occur in context

Error analysis (Assessment)must occur in context

Examples of

________-based targets(No A-B-C context)

Verb tense PronounsArticles Plurals

Receptive language, etc

A-B-C analysisErrorless teachingError correctionDifferential reinforcementPrompting, prompt-fadingMotivating operations (MO)Stimulus control (transfers)

Procedures (interventions) availableProcedures are contextual descriptions of what to do

Examples of

________-based targets(A-B-C context)

Mand, TactEchoic

Intraverbal




____________ Skills

Sentence completion namingGrammatic completion

Word structureUsing concepts

Completing similesMorphology

Non-behavioral descriptions of errors Examples...

Error analysis example -from linguistic to behavioral -

NonverbalTest and author(s)Sub-test name or description Mand Echoic Tact IntraVB Textual Listener

Concepts & Following Directions xWord Structure x xRecalling Sentences xFormulated Sentences (x) x x (x)Word Classes 1 (ages 5-7) (x) (x) x xWord Classes 2 (ages 8-21) (x) (x) x xSentence Structure (x) (x) (x) xExpressive Vocabulary x xUnderstanding Spoken Paragraphs x

Phonological Awareness x (x)Word Associations Pb xNumber Repetition x (x)Familiar Sequences x (x)Rapid Automatic Naming xPragmatics Profile

Clinical Evaluation of Language Fundamentals Ages 5-8(CELF-4)Semel et al. (2003)

Verbal

Table 5: Receptive-Expressive Language Tests

Implied function of test itemsa

Esch et al. (2010). Speech and language assessment: A verbal behavior analysis. The Journal of Speech-Language Pathologyand Applied Behavior Analysis, 5, 166-191.




Point to the ones that go together.

How do the words __ and __ go together?

Possible language problems that might be identifiedby traditional S-L tests:

Noun-verb construction

Sentence completion

Verb tense

Repetition

Q: What’s he doing?

A: Running

Q: He likes to run.

He is_____.

A: no response

Correct Error

Functional analysis of the error response

Learner’sresponse

This ___________(it evoked right response)

He likes to run.He is _____.

Picture

This ____________(DN evoke right response) ---

What’s he doing?

Picture

running

“Before”context




Learner’sresponse

He likes to run.He is _____.

This did not work(DN evoke right response) running

“Before”context

Functional analysis of the error response

Learner’sresponse

He likes to run.He is _____.Picture

New contextevokes correct response

What’s he doing?Picture

running

running

Already effective contextevokes correct response

This is a problem because ________________________

Traditional S-L assessment occurs within a context, butthose _____________________________

Error responses are reported in (non-behavioral) termsthat fail to ______________________________

This is a problem because _____________________




A behavioral look attraditional S-L assessments

Type of assessment3 4 7 7 4 3




Table 3: Apraxia Tests


VerbalImplied function of test itemsa

Diadochokinetic Rate x xIncreasing Word Length (A & B) xLimb Apraxia & Oral Apraxia xLatency Time and Utterance Time for Polysyllabic Words x (x)

Repeated Trials x (x)Inventory of Articulation Characteristics of Apraxia x x x

x xKaufman Speech Praxis Test for Children

Apraxia Battery for Adults(ABA-2)Dabul (2000)

Volitional Oral Movement - Verbal x x

Diadochokinesis x xWords (repetition) (P) x x (S) Difficult word repetition x xPhrases and Sentences (P, S) x x (S) Rhymes x x (S) Counting Pb x (S) Prosody x xConnected Speech Sample (x) x

The Apraxia Profile:Preschool (P)School-age (S)Hickman (1997)

Esch, LaLonde, & Esch. (2010). Speech and language assessment: A verbal behavior analysis. The Journal of Speech-Language Pathology and Applied Behavior Analysis, 5, 166-191.

Labels are ______________________________

Items labeled as ________ are tested as ______________

Labels do not reflect __________ required for + on testitems

Stimuli that currently are required to evoke the responseare not ______________________________

Labels _______________________

Problems that can affect treatment goals

Mand functions are _______________________

_______ instances of direct observation of mands

Spontaneous Speech A: Conversational Questions x B: Picture Description x xAuditory Verbal Comprehension A: Yes/No Questions (x) x B: Auditory Word Recognition x x C: Sequential Commands xRepetition xNaming & Word Finding A: Object Naming P x (x) B: Word Fluency x C: Sentence Completion x D: Responsive Speech x

Western Aphasia Battery RevisedKertesz (2007)

Esch et al. (2010). Speech and language assessment: A verbal behavior analysis. The Journal of Speech-Language Pathology and Applied BehaviorAnalysis, 5, 166-191.


VerbalImplied function of test itemsaTable 2: Aphasia Tests




Skill reportedly tested: _______

Skill actually tested: _______

Mands might beunder prompt control

Informant only

ReceptivePoint to “DRINKING”





Table 7: Receptive Language Tests



(x) (x) x

(x) (x) x

Vocabulary (x) (x) x

Grammatical Morphemes (x) (x) x

Elaborated Phrases and Sentences (x) (x) x

Test for Auditory Comprehension of Language (TACL-3)Carrow-Woolfolk (1999)

Peabody Picture Vocabulary Test (PPVT-3)Dunn et al. (1997)

Receptive One-Word Picture Vocabulary Test (ROWPVT)Brownell (2000)

Elision x x (x)Rapid Color Naming x x (x)Blending Words x xSound Matching x x xRapid Object Naming x xMemory for Digits xNonword repetition xBlending Nonwords x

Comprehensive Test of Phonological Processing for ages 5 and 6 (CTOPP)Wagner et al. (1999)




Table 4: Articulation/Phonology Tests PhonologyDifficulty understanding ___________________________________

Non-word repetition

Instructions: Say itexactly as you heard it







Table 4: Articulation/Phonology Tests

Elision x x (x)Rapid Color Naming x x (x)Blending Words x xSound Matching x x xRapid Object Naming x xMemory for Digits xNonword repetition xBlending Nonwords x

Comprehensive Test of Phonological Processing for ages 5 and 6 (CTOPP)Wagner et al. (1999)

Say popcorn. Now say popcorn without saying corn.

Say baseball. Now say baseball without saying base.

Say spider. Now say spider without saying der.

Say fixed. Now say fixed without saying /k/.

Source: CTOPP

Picture Vocabulary (x) (x) xRelational Vocabulary xOral Vocabulary xGrammatic Understanding (x) (x) xSentence Imitation xGrammatic Completion xWord Discrimination (x) xPhonemic Analysis x xWord Articulation P x x

a Items marked (x) indicate additional operant repertoires required or assessed by this itemb Correction prompts may additionally assess this operant

Test of Language Development - Primary (TOLD-P:3) Newcomer & Hamill (1988)


Table 5: Receptive/Expressive Language Tests






Assessing complex language skills

___________________________

Point to “DRINKING”

No conditional discrimination

Getting the answer right does not depend on____________________ - it only depends on____________________________________.

Because there are no ____________, youcan get the answer right by simply ________

____________________________________.

Point to “DRINKING”

Conditional discrimination

Stimulus 1: “Point to drinking”

Stimulus 2:__________________________

__________________ dependson (is conditional on)_________________________

_________________________.




Sequencing test questions incorrectly can teachlearners not to attend to certain stimuli

Point to dog eatingPoint to dog sleepingPoint to dog runningPoint to dog jumping

What’s your name?What’s your mom’s name?What’s your phone #?What’s your dad’s name?

Who is by the desk?Who is by the door?Who is by the sinkWho is by the playroom?

What do we wear on our head?What do we wear on our feet?What do we wear on our neck?What do we wear on our body?

Conditional discrimination taskOne stimulus changes the strength of anotherstimulus to evoke a response

Sample

Find ______Find ______

Translation: The correct answer dependson _____________________________________________ the relevant information

cows

horses

dogs

people

ducks

crabs

lions

___________

________________ stimulus controlMultiple stimuli ______________ to evoke a correct response




Multiple part questions8Multiple part questions7Adjectives, prepositions, adverbs6Categories, function, features5Age, simple Who, Where questions4Simple What questions3Name, function fill-ins, related items2Animal sounds & song fill-ins1

ContentSubtest

INTRAVERBAL Subtests

Rote ordivergent SC

(many Rs correct)

Complexconditional VBdiscriminations

requiringconvergent SC

Sundberg, M. L., & Sundberg, C. A. (2011). Intraverbal behavior and verbal conditional discriminations in typically developing children and children withautism. The Analysis of Verbal Behavior.

See/say(tact)

Hear/say(echoic)

See/do(imitation)

Rote actions(Foll dirs/LR)

Simple Intraverbals

Other simple discriminations

Sundberg, M. L., & Sundberg, C. A. (2011). Intraverbal behavior and verbal conditional discriminations in typically developing children and children withautism. The Analysis of Verbal Behavior, 27, 23-43.

Easy What Qslots of diff correct answers

Complex IVsrequiring

VB conditional discriminations(VBCDs)





VB conditional discriminations (VBCDs)

Response has to come under control of2 or more antecedent VB stimuli


A: _____________________Q: Who do you see on TV

Missing/weak:

Subtest 4Item 9Sundberg, M. L., &Sundberg, C. A.(2011).

Multiplestimuli must__________

__________correct

response TV

Summary

1 Mands ____________________________________

2 A response may not be ______ if _______ stimuliare ______________________________________

3 Failure to describe __________________________has ______________________________________




Research & clinical To-Do’s

Define ___________________

_______________________that need to be in place tosupport acquisition of more

complex repertoires

Identify S-L ___________

______________ that definea competent speech-language repertoire

Translate this information into_________________________________

Contact:

[email protected]

penn state send - amazon s3...skills “ t ” asking skills he asks for animals he wants. he asks...

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