1-A Clear Picture: The Use And Benefits Of PECS

Question 1

An analysis of language from a behavior analytic viewpoint.

contains no original research and does not address how to teach.

Does not provide And approach to communication training.

A powerful Analytical tool for everyone.

Answer 1

The book, verbal behavior,

Question 2

He focused on reflexes/respondents and Classical conditioning

Answer 2

Pavlov

Question 3

He defined OPERANTS:, behavior is defined by their EFFECTS upon the environment

The unit of analysis is A – B – C: antecedents – behavior – consequences.
Change the A or the B and you have a new behavior

Answer 3

Skinner

Question 4

We cannot define communication by unobservable factors like messages or meaning.

Skinner defines this as… Behavior reinforced through the mediation of other people.

The LISTEN ER must be responding in ways which have been conditioned precisely in order to reinforce the behavior of the speaker (by the verbal community)…”

Answer 4

Verbal behavior

Question 5

In defining _____ _______. As behavior reinforced through the mediation of other persons, we do not, and cannot, specify any one FORM, mode, or medium.

Any movement capable of affecting another organism may B VERBAL

Answer 5

Verbal behavior

Question 6

1. State of deprivation or aversive stimulation
2. Some aspects of the environment

3 OTHER verbal behavior

4. OWN verbal behavior

Answer 6

Antecedent conditions that might influence verbal behavior

Question 7

1. Related to motivating operations
   •The state of deprivation
   • Aversive stimulation

Motivating operations determine if something will function as a reinforcer, and if the response will reoccur

Aversive stimuli that act as MO’ S will make escape a reinforcer

2. EDUCATIONAL …… Also known as social.
   They Teach Correct response

Answer 7

Consequence conditions – verbal behavior

Question 8

A verbal operant in which the response is reinforced by a characteristic consequence and is therefore under the functional control of relevant conditions of deprivation or aversive stimulation

Derived from command, demand
 Requesting, asking, directing…

The three antecedent conditions, in isolation,
are associated with what we can call the
pure mand, the pure tact (p. 151), and the
pure intraverbal.
 Reinforcers specified by the VB, in isolation,
are associated with the pure mand.
 When these conditions don’t occur in
isolation, we can describe the VB that results
from this complex control as impure. (p. 151

Answer 8

Mand- Skinners elementary verbal operant’s

Question 9

Antecedents —Deprivation/motivating operation MO

Behavior——Pure Mand

Consequence—Specified by Mand (concrete or social)

Examples:
•deprived of a ball – says, I want a ball-gets ball
• Hit by a child – says, go away. Other person goes away

Answer 9

Pure Mand

Question 10

Evoked by a particular OBJECT or event or property of an object or EVENT

Derived from contact (Commenting labeling/naming)

Note: other experts me analyze the greeting differently

Answer 10

Tact

Question 11

Antecedents: stimulating aspect of the environment: (stimulating circumstances)

Behavior: pure tact

Consequences: education/social

Ex:
Sees a ball, says I see a ball. Hears, that’s right

Here is it’s raining, says, it’s raining. Heats, So it is.

Answer 11

Pure Tact

Question 12

Responses under the control of audible or written verbal STIMULI supplied by another person or are the speaker himself…

Showing no point to point correspondence with the verbal stimuli that evoke of them…

And reinforced by a GENERALIZED conditioned reinforcer…

… Such as answering questions and fill in the blank’s

Answer 12

PURE Intra-verbal

Skinners elementary verbal operant

Question 13

Antecedent – verbal behavior
Behavior – Pure Intraverbal
Consequence – educational/social

Examples:
Hears, 1, 2, 3. Says, 4. Hears, good

Answer 13

Pure Intraverbal

Skinners elementary verbal operant

Question 14

Verbal behavior under the control of verbal stimuli in which the response generate a sound a pattern SAMALAAR to that of the stimulus…

… Resulting in a generalized conditioned Reinforcer

IS NOT: REPEATING Sounds/words that may be self reinforcing but without a verbal stimulus of corresponding a form…Immediately preceding at

Answer 14

Echoic Skinners elementary verbal operant

Question 15

Reinforcer is specified by the VB, in isolation are associated with the…
Pure Mand

When these conditions don’t occur in isolation, we can describe the VB that results from this complex control as..

Answer 15

Impure Mand

Question 16

Multiple or mixed antecedent control

Multiple or mixed consequence control
Bondy , Tincani, & Frost, (2004)-complete description

Answer 16

Possible Combinations of Control

Question 17

Antecedents— Verbal behavior aspect of environment

Behavior—Intra-verbal/Echoics/Tact

Consequence—Social/educational

Ex: With a pencil and view, hears, “Say Pencil” – says, “pencil” – HEARS, “good talking”.

Answer 17

Intraverbal/Echoic/Tact

Question 18

All changes within the PECS protocol
involve changing a single verbal operant into another by detracting or adding a single antecedent or consequence

Many traditional speech training protocols achieve the mand only after many months of working on other verbal and non-verbal operants

Answer 18

Using VB to Analyze the PECS Protocol

Question 19

Involves TACTS of private events

We only learn to describe a feeling after someone else has told us what we are feeling

Talking about feelings/emotions Is NOT the same as having them.

Teach language of emotions while learner is experiencing the emotion

Answer 19

Talking about feelings and emotions

Question 20

Intended to:
Suggest behavior which is based upon
or depends upon other verbal behavior of the speaker

Affects the listener by indicating either a property of the speaker’s behavior or the circumstances
responsible for that property (p. 329).

 Derived from ‘self-leaning

The use and understanding of _____ (such as ‘really’) depends upon social reinforcement
Ex. I am “REALLY” hungry

Those with ASD have great difficulty using and responding to these as predicted by Skinner!

Answer 20

AUTOCLITIC - The Subtle Aspects of language

Question 21

Skinner offers a great analytic tools for anyone teaching language skills

Not a set of teaching strategies.

Can help everyone do what they aim to do more Effectively.

Most useful for teachers, SLP’s, psychologist, behavior analysts, parents, etc.

Answer 21

Verbal behavior- For whom is it helpful?

Question 22

An approach that teaches early
communication skills using pictures

Students are taught to exchange pictures for something they want

Critical in early teaching is NOT to pre-empt, but wait for students to hand over the picture first, so they initiate the communication

Answer 22

PECS

Question 23

The Base Elements

 Functional Activities
-Functional and purposeful activities

 Powerful Reinforcers
-Powerful motivation that drives learning

 Functional Communication
-Communication between at least 2 people

 Contextually Inappropriate Behaviors
•Focus on functionally equivalent alternative
behaviors

In between Functional activities and functional communication: The “why” of behavior:
The science of learning

Towards the top of the pyramid: - Collecting and analyzing data - The How if teaching

Answer 23

The Pyramid Approach to Education

Question 24

The Top Elements
 Generalization
-Skills generalized right from the start

 Effective Lessons
-Sequential, Discrete, Incidental

 Specific Teaching Strategies
- Goal is to eliminate prompts

 Minimizing and Correcting Errors
-Opportunities to teach-not just fixing mistakes

 Data Collection

Answer 24

The Pyramid Approach to Education

Question 25

Not all behaviors are communicative Must occur between two people “Speaker” directs behavior to “listener” “Listener” mediates access to reinforcer

Answer 25

Communication?

Question 26

Requires interaction with other people from the start (social approach) Encourages individual to initiate communication rather than respond to a prompt (spontaneous) Starts with requesting, not labeling/commenting (functional/reinforcing) Based on the analysis of Skinner’s Verbal Behavior

Answer 26

Advantages of PECS

Question 27

1. HOW to communicate II: Increasing Spontaneity and Range IIIA: Simple Discrimination IIIB Conditional Discrimination IV: Building Sentences V: Answering “What do you want?” VI: Commenting What next? PECS Advanced Skills • Continue to teach new Sentence Starters • Introduce new vocabulary and syntax

Answer 27

PECS - Phases

Question 28

Goal: Approach people to initiate communication To teach initiation use two-person prompting procedure Teach three-step sequence Pick up, reach, release One picture at a time – NO discrimination Key: Communicative partner does not prompt

Answer 28

Phase I: How to Communicate PECS

Question 29

Goal: Generalize this skill into the natural environment. To create some distance, and a better exemplify the natural environment: Adult moves away from student and the picture on the communication book is moved further from the student (still single cards, No discrimination is required). PERISTENCE is taught this Vary The people, activities, locations, and a reinforcer is involved.student (still single cards, no discrimination) The Key: Communicative partner doesn’t prompt Goal: To teach students to travel to the communicative partner with the book or to get a picture from the book, and to move from room to room with the book. Lesson type: SEQUENTIAL Teaching strategy: SHAPING

Answer 29

Phase II: Increasing Spontaneity and Range

Question 30

Goal: discrimination of desired and undesired items. Two items are present: a reinforcer and item not a reinforcer. Have a picture for each item. MOTIVATION to use the correct picture – results in getting desired item and avoiding undesired item. Reminders: • reinforce at 1st indication of choice! • Picture being taught varies by what is currently reinforcing • Vary the “distracter” picture 4 Step Error Correction Procedure for mistakes Vary position of the pictures and be careful not to create any patterns with respect to the location of pictures If child reaches for correct, (reinforcer) picture, Provide praise immediately. If child reaches for a picture of the non-preferred item don’t do anything. Once child hands you a picture, deliver items that corresponds to picture. Use The 4 step error correction procedure for mistakes. Alternative Strategies: - blank distractor - large vs small - Bigger Pictures - Big Pictures Far Apart

Answer 30

Phase lllA: Simple discrimination

Question 31

Blank distractor: it’s a prompt so Need to phase out quickly: Can add a line each trial to make a picture Can make them from small to large Large versus small Bigger pictures. Big pictures Far apart Can start with both pictures large and far apart. – Lazarus. Gradually reduce picture size as discrimination improves. Can be on a table and a different location There are no universal strategies If child chooses blank card Look like you don’t understand - Do four step era correction, move picture around. - If preferred- non-Preferred pictures don’t not work, use.

Answer 31

Alternative Strategies: (Phase lllA Discrimination strategies)

Question 32

Conditional Discrimination Discrimination between equally reinforcing stimuli Conduct Correspondence Checks: 1. Show both items at one time 2. Wait for exchange 3. Offer items to student 4. Say, take it 4-step Error Correction Procedure following mistakes

Answer 32

Phase lllB: Conditional Discrimination

Question 33

1. Model/show 2. Practice (Use praise for prompted responses instead of the item) 3. Switch 4. Repeat Mark the entire sequence as one incorrect trial.

Answer 33

Four Step error correction procedure for mistakes.

Question 34

Present two pictures of reinforcing item. When child chooses a picture, present both items and tell the child to take it, here, go ahead. If child takes item corresponding to picture that he selected, allow a child to have item. If he reaches for item that does not correspond to selected picture, block response and conduct the fourth step error correction procedure During era correction, you are teaching the selection of correct picture (Includes: show both items at one time, wait for the exchange and then off for both items to the student.)

Answer 34

Conducting correspondence checks Phase 111B Conditional discrimination

Question 35

Building Sentences: Teach inflection . “I want” PECS + picture placed on sentence strip handed to the teacher: • Keeps interaction going vs. pointing. Whole sentence handed to adult

Answer 35

Phase IV: Building Sentences

Question 36

Use backward chaining: • First teach a child to put reinforcer symbol down. Then teach them to put “I want symbol. • Then encourage tapping to facilitate more social interaction 1. “I want” is already on the sentence strip. Student places the reinforcer symbol on the strip and exchanges strip. 2. Student puts the “I want” and the reinforcer symbol on the strip and exchanges. 3. Student taps the symbols 4. Teacher Inserts a 3 to 5 second time delay before naming the reinforcing, Encourages vocalization. If they don’t vocalize, hand over the candy If he approximates vocalization, lots of reinforcement.

Answer 36

Phase IV: Building Sentences

Question 37

Answering “What do you want?” Leads to Commenting Maintain Spontaneity Introduces Intermediate step- Helps us bridge from request to comment. (Until now not supposed to ask what do you want Use a Progressive time delay. Gradually increased the delay between the question and a prompt 1. Zero delay between question, What do you want? And gestural prompt (point to pic, What do you want?” 2. Half second delay.. gradually stretch to 3-5 secs. Critical: you’ve taught to ask question. Might loose spontaneity. So strike balance. Set minimum number of spontaneous requests

Answer 37

Phase V

Question 38

``` People comment on: • SURPRISES • Changes in expectations • NOVELTY ex. Put a basketball in the water fountain. • Unusual events ``` Commenting lessons should involve above elements Do not focus on one type of comment to exclusion of others such as, “I see” lesson for six months and then introduce I hear. Introduce a variety of commenting lessons independently. Reinforcer: Social excitement. Not Reinforcer itself

Answer 38

Phase Vl- Commenting

Question 39

Answering “comment” questions  “What do you see?”…“What is it?”…“What do you have/hear/feel?” Discriminate between “What do you see?” and “What do you want?” Want to promote SPONTANEOUS commenting and requesting. Eliminate the question, “What do you see?” •lower volume •Cut off length of question, •Time delay(Show object. Do you lay asking the question) What next? PECS Advanced Skills  Continue to teach new Sentence Starters

Answer 39

Phase Vl | Commenting

Question 40

The cookie pic is generic Later, can work on How to describe that feature of Oreo cookie, chocolate chip etc. PECSUSA.com website – publications Describing generalized use of those attributes: novel combinations of requesting even when the specific picture is missing.. Ex: Pop tart can be described as, I want big rectangle cookie.

Answer 40

Attribute

Question 41

Expand vocabulary using other strategies: * Continue to new variety of sentence starters: I have, I don’t like, my name is, it’s a .. * Introduce new vocabulary and syntax * Teach vocabulary children are using * Combinations: I want Oreo and milk. * Asking questions: when am I going, who has my cookie, where is my ball, Commenting on emotional status. Goal? To get elaborate sentences. Example: I want to bounce on the big red ball (Vocabulary grows and complexity)

Answer 41

Once introduced Commenting..

Question 42

ASR #20 ``` Attributes lessons within PECS: a. Cannot be taught unless the individual has mastered receptive attributes b. Are generally dull or boring c. Are taught after mastery of Phase IV d. Should be avoided at all costs ```

Answer 42

C

Question 43

ASR #21  Teaching an individual to answer “What do you want?” in Phase V of PECS: a. Results in purely social consequences b. Requires a vocal response to accompany picture manipulation c. Uses a progressive time delay prompting strategy d. Is the only question asked in this phase

Answer 43

C

Question 44

ASR #22  Phase VI of PECS: a. Leads to the same consequence as for requests b. Is acquired as easily as requesting by individuals with autism c. Can be easily taught before requesting d. Begins with responding to a commenting question

Answer 44

D

Question 45

Will they need PECS forever? Need to Learn why they interact. (Get reinforcers). Then, issue of Modality becomes critical. •Concern: When starting with pictures or other augmentative system i.e. sign language or device, if I use pictures he will come to rely on them and never learn to speak. 1. PECS Part of broader augmentative alternative communication. Over 40 years research indicates no evidence to support PECS Interferes with the development of speech. 2. Increasing evidence that there is high correlation between PECS leading to speech. Can Teach functional communication using PECS while working on vocalization. Sometimes they merge

Answer 45

Modality Transitioning

Question 46

New modality vocabulary should = current vocabulary. Ie, When switching modalities how many words Should he be able to say before we have him stop using the picture book? Same number of pictures as in his book. • MATCH new Repertoire with what he was able to do with all the modality. Risk Taking skills away • Rate of initiation should be equal • Length of utterance is equal. Pics to words •New modality is at least 80% intelligible to unfamiliar listener • Speed of interaction is equal! Number of steps Response effort should be the same Taking away skills is unethical!!

Answer 46

Successful transitioning From any modality to any other modality I.e.. PECS to SGD:

Question 47

If child starts talking, don’t take PECS away. Child May gives it up . Child knows what’s best for them. When child is using more than one MODALITY, Set up a situation and only for the assessment in which they can have access to PECS in one situation, set up comparable situation where they don’t have their pictures and see what they do.

Answer 47

Transitioning modalities

Question 48

ASR #23  A student may be ready to begin transitioning away from PECS to speech when: a. The individual utters his/her first word b. Speech vocabulary, rate of initiation and length of utterances are equal and speech is intelligible to the untrained listener c. The individual has mastered sentence construction with PECS but speaks in single words d. The individual is verbally prompted to “use your words

Answer 48

B

Question 49

Nearly 130 published articles At least: •70 data based or case studies, 12 descriptive articles, 6 literature reviews Articles generated in 13 countries including the USA, UK, New Zealand, Brazil, Greece, Japan, Australia, France, Peru  See www.pecsusa.com

Answer 49

How widespread is PECS?

Question 50

Maglione et al. (2012)  “… agreed that applied behavioral analysis, integrated behavioral/developmental programs, the Picture Exchange Communication System, and various social skills interventions have shown efficacy Guideline: “Individuals with ASDs who have limited verbal language, or those who do not respond to multiple interventions aimed at improving communication, should be offered the opportunity to use PECS” • “We identified no controlled trials or observational studies on the efficacy or effectiveness of Augmentative and Alternative Communication devices. A small number of single-subject studies have been conducted, with mixed results.

Answer 50

Publication in Journal pediatrics

Question 51

McCleery et al. (2013) •” As mentioned, a plethora of research has demonstrated the link between the onset of speech, and the development of coordinated hand banging gestures. It is possible that the speech gains observed in many children during this phase (IV) of PECS are a reflection of this link…” • “In sum…research also suggests stronger links between speech development and PECS training vs. SLT (sign-language), in children with autism.

Answer 51

PECS in Neuroscience Journals

Question 52

Ogletree et al. (2013) •”A specific communication treatment, the Picture Exchange Communication System (PECS), is presented as an example of an intervention that addresses the learner needs of many individuals with ASD. The success of PECS is discussed within the context of its fit with brain-based learner characteristics

Answer 52

PECS in Neuroscience Journals | continued

Question 53

Schreibman and Stahmer (2013)  39 nonverbal/minimally verbal children with ASD (2–4 yrs) were randomly assigned to either PRT or PECS. Received on average 247 h of intervention across 23 weeks. Children in both intervention groups demonstrated increases in spoken language skills, with no significant difference between the two conditions. 78% of all children exited > 10 functional words

Answer 53

PECS versus PRT Study (pivotal response training)

Question 54

Facilitates acquisition of speech In children younger than 6 yrs old (moderate support) Increases social approach during play. Those who do well with PECS, 1tend toplay more with peers Reduces behavior management targets rates (even when not specifically addressed) Is easily understood in community and by peers

Answer 54

Research-based Benefits of | Use of PECS

Question 55

If we’re using pictures of any kind, we’re using PECS We’re using visual schedules, so we’re using PECS. -See Bondy, 2012, The Unusual Suspects: PECS is only for people who don’t speak at all. Can teach a child with echolalia when to use his words. PECS is only for young children. PECS just teaches people to request..no meaning. “Meaning is not derived from the picture but how it is used. Can use it in abstract and direct situations” If we use PECS, the person using the system won’t learn to speak Only for those with AUTISM PECS users produce only simple constructions (Recently) : “You can’t do PECS and verbal behavior! Quote from a consultant in Australia “I went to an AVB workshop last year and the presenter spent 2 days saying ...”and PECS is not verbal behaviour.”

Answer 55

Myths and Misconceptions Associated with PECS

Question 56

You can’t tact with a picture…” Using pictures is just matching-to-sample… •Can a matching-to-sample repertoire influence using pictures as mands? -matching-to-sample verbal behavior? • Can an imitative repertoire influence the echoic? Yes • Is imitation verbal behavior? •See Skinner’s section on “What echoic behavior is not

Answer 56

Verbal behavior And PECS

Question 57

Verbal operant are not defined by their form Defined by their relationships between the antecedents and consequences so it is illogical to think one form can only exist with one operant and no other operant. That violates the definition of what’s an operant

Answer 57

Which verbal operant?

Question 58

What is the SD for the behavior answering the phone’? The ringing of the phone NOT THE PHONE So what is the telephone? • manipulandum • The telephone allows defining the response •Its form influences the form of the response • Not the functional control of the response

Answer 58

Antecedent control, functions

Question 59

The three antecedent conditions, in isolation, are associated with what we can call the pure mand, the pure tact (p. 151), and the pure intraverbal.  Reinforcers specified by the VB, in isolation, are associated with the pure mand.  When these conditions don’t occur in isolation, we can describe the VB that results from this complex control as impure. (p. 151)

Answer 59

Impure and Multiply Controlled | Verbal Operants

Question 60

Goal: Teach students to travel: • communicative partner •with book or to get picture from book • From room to room with book Lesson Type: •Sequential Teaching Strategy: • Shaping

Answer 60

Distance: Teaching Traveling

Question 61

Leads to Commenting Maintain Spontaneity

Answer 61

Phase V- Answering “What do you want?”

Question 62

Continue to teach new Sentence Starters Introduce new vocabulary and syntax

Answer 62

What next? PECS Advanced Skills

Question 63

Behavior analysts were not the first to discuss this issue -Aided versus unaided systems -Similar to “recall” versus “recognition” memory-Should we ask “Which is better?” The mediator (listener) determines whether verbal behavior has occurred

Answer 63

Stimulus Selection versus | Topographical Selection

Question 64

``` Finger spell in air… in sand… -with paint on fingers on paper… -pick up that piece of previously painted paper… ``` The final response is always the same with stimulus selection… •What is the final aspect of talking? Exhaling?

Answer 64

Is the Line Between Topographical | versus Stimulus Selection Always Clear?

Question 65

Keyboard usage- stimulus or | topographical selections?

Answer 65

?

Question 66

Teaching feelings and emotions involves | TACTING for learner at the time of the....

Answer 66

Private events

Question 67

Antecedent: verbal behavior of the speaker Affects the behavior of the listener relative to the speaker Example, I really” want a cookie, informs the listener about an aspect of the speaker. Commenting on what you were talking about •”I think I’d like” coffee when someone asks what you want to drink

Answer 67

Autoclitic

Question 68

Oil changes in the PECS protocol involves analysis of pure and multiply controlled verbal operant’s Many traditional speech training protocols achieve the MAND only after many months of working on other verbal and non-verbal operant

Answer 68

Using VBA to analyze the PECS protocol

Question 69

the what of teaching The why of behavior. The science of learning The how of teaching

Answer 69

The pyramid approach to education

Question 70

In the pyramid approach to education, what ties the base and top together

Answer 70

Data collection

Question 71

Functional activities Powerful reinforcers Functional communication – communication between at least two people Contextually inappropriate behaviors

Answer 71

The basic elements of pyramid approach to education

Question 72

Teach students to request a very specific reinforcers Increase sentence length (VOCABULARY) Through attribute combinations Receptive mastery not a prerequisite

Answer 72

Attributes

Question 73

Phase 1: approach people to initiate communication Phase ll: increasing spontaneity and range Phase III A Simple discrimination (Desired/undesired) Phase IIII B Conditional discrimination (equally reinforcing items) Phase IV: Building sentences Phase V: Answering what do you want? Phase VI: Commenting

Answer 73

Phase review

Question 74

Andy Bondy: Categorizing verbal behavior as either topography-based or selection based not necessary… Why

Answer 74

Verbal behavior analysis of the response unit does not require the distinction PECS IS Verbal behavior

Question 75

The three antecedent conditions, in ISOLATION, are associated with what we can call the : 1. pure mand, 2. pure tact 3. pure intraverbal. Reinforcers specified by the VB, in isolation, are associated with the pure mand. When these conditions don’t occur in isolation, we can describe the VB that results from this complex control as impure.

Answer 75

Impure and Multiply Controlled | Verbal Operants

Question 76

“...verbal behavior…under the control of verbal stimuli [in which] the response generates a sound-pattern similar to that of the stimulus…” (p. 55) “resulting in a generalized conditioned reinforcer.” What the echoic IS NOT: - Repeating sounds/words that may be self- reinforcing but without “a verbal stimulus of corresponding form… immediately preced[ing] it.”

Answer 76

Echoic

Question 77

What did Leo do?  At first he babbled- it is vocal but not necessarily verbal  When asked “Where’s Sam?” he pointed to his daddy- not verbal behavior  He gestured for his water while looking at his mother- a non-vocal mand  He said ‘no’- a vocal mand  He shook his head ‘no’- a non-vocal mand  He pointed and approximated ‘dog’- a tact  He approximated repeating ‘sit down’ (‘mit down’)- this is an echoic-mand  All of this in 2 minutes!

Answer 77

Using the Analysis in the Real | World

Question 78

Teach students to request very specific reinforcers. Make sure they RESPONDS. to the feature. -ASSESS the feature first. Ex: you pull out a handful of skittles and child takes only red one but can he communicate about red? Increase sentence length through attribute combinations. •Teach discrimination of Attributes Receptive mastery not a prerequisite! Don’t pick just one feature. In the morning can do color, afternoon a size, etc. Don’t assume because they have expressed of attribute that they will have receptive attribute. Start expanding on use of attribute. Example I want big brown circle cookie

Answer 78

Attributes/ expanding vocabulary