16- functional communicationtraining etc. Flashcards
Evidence based best practice shown to reduce problem behavior by replacing it with appropriate communication
Appropriate communication is reinforced with the same consequence that maintains the problem behavior,
Antecedents that evoke problem behavior, and consequences that maintain it, are determined via functional assessment.
Training and differential reinforcement of appropriate responses (to replace the problem behavior) Are used in this.
Ideally, replacement responses should be socially recognizable require low effort have the same function as a problem behavior and be quickly and consistently being forced on and initially thick schedule
Moreover the contingencies between the problem behavior and is maintaining consequences should be broken, e.g., with the use of extinction, extinction and punishment, etc.
After problem behaviors are reduced, want to thin the schedule of reenforcement for the communicative response, and ensure it’s generalization and maintenance across settings
Functional communication training
Two types of augmentative and alternative communication systems
Unaided
Aided
Rely on the users body to communicate such as gestures or sign language
Unaided
Require tools or equipment e.g., paper and pencil, communication book/boards, PECS, electron a communication needs such as programmable speech generating devices
Aided augmentative and alternative communication
Includes all forms of communication other than oral speech
Can supplement existing speech or replace speech that is not functional and maybe useful for increasing the independence of anyone who has severe speech or language deficits
Users should not stop using speech if they are able to speak. Rather aids and devices are used to enhance a users communication
If users exhibit severe problem behaviors they may be trained Are use the system or device during functional communication training
Augmentative and alternative communication, AAC
Caregivers and professionals may have some misconceptions regarding a a C systems I need more education regarding the use of them.
Currently there is no scientific evidence that shows appropriate use of AAC in Hibbett speech acquisition
Initiating conversation e.g.., Speaker skills, rather than just responding to other people e.g., listener skills, may need to be directly targeted
Different A AC systems require varying levels of pre-requisite motor skills/ability
Some systems may be slower, more complex or require more effort than others depending upon the user
Require the ability to see or scan well enough to identify the correct choice
Naturally, many environments may not be equally supportive of all types of AAC systems
Some AAC systems have a broader audience than others: ASL versus speech generating devices
Programming for generalization across settings may be more difficult with some systems then with others
Some AAC systems do not require batteries, and are less susceptible to misplacement, portability issues, and physical damage such ASL versus speech generating device is
Some considerations for selecting and using AAC systems
Which of the following is true of AAC systems?
They have been shown to inhibit the use and acquisition of speech
Maybe useful to those who have difficulty using independent speech as a primary mode of communication
All of the above
B
A unit of analysis for communication and language, who is topography is accounted for functionally rather than formally or structurally, within the context of a relation to his antecedents and consequences
May include: Duplics (Echoics Mands Tacts Intra-verbals Codics Autoclitics
Verbal operant’s
Formal similarity
Point to point
Examples:
Echoics
Copy text
Mimetic
Duplic
Point to point
No formal similarity
Eg,, Textual
Eg., Taking Dictation I come on
Codic
Training often includes prompting, fading, differential reinforcement and shipping
Verbal operant’s and operant in general
Pairing maybe use to establish a particular vocal sound as a conditioned reinforcer in an attempt to arrange for a response to be strengthened through automatic reinforcement
X
The strength of a single verbal operant is often a function of more than one variable, hence in operant maybe multiply controlled or in pure. That it’s possible to have verbal operant that are combinations of each other if they are controlled by multiple stimuli such as with an echoic Mand or a echoic Mand tact
X
Typically, the appropriate replacement communicative responses taught during FCT are Mands…
..But the MANDS are often not specific, eg, mending for a break. However more specific and complex mand forms may be taught after problem behavior is reduced
The alternative communicative responses can include vocalizations, signs, exchanging picture cards. And even output from augmentative communication devices
FCT
SR 1. Timmy’s hair pulling result in him getting out of a task. The behavior analyst wants to replace her a poem was touching his own nose, and encourage his caregivers to allow Timmy to have a break if he touches his nose. This describes an ideal way to do FCT
True or false
False. Nothing is wrong with this description except the replacement behavior, touching his nose, is unlikely to be socially recognizable. Ideally, Timmy could be tied to say break or make the ASL sign for break so that people aren’t familiar with his program would be more likely to recognize his communication and will respond appropriately
SR 2. Timmy should not be taught a replacement behavior if that behavior is maintained by the same type of reinforcer that maintains a problem behavior such as escape.
True or false
False. The two responses should have the same function even if it is a scape, as summerscape responses are appropriate such as Escapa via scratching someone versus a scape via saying break
For several language assessments in existence but if the assessment is behavioral in nature then it must adopt a functional perspective my accounting for the verbal operant in a clients repertoire
FCT
A vocal verbal operant who his response for him or topography is controlled solely by a vocal verbal SD
Point to point correspondence with the verbal SD and have formal similarity with it
Pure Echoic
The most common type is direct in that it presents a vocal stimulus and applies differential reinforcement to successive approximations of a target vocal response with the same form
If a direct approach toward this training is unsuccessful, additional measures may be necessary
For example, pairing maybe used to establish a particular vocal sound as a conditioned reinforcer, in an attempt to arrange for a response to be strengthened through automatic reinforcement
Trials can initially be placed within a Mand and/or tact frame.
Later, multiple control over the response form may be transferred to just an EO to demonstrate a pure a echoic
Echoic
Note: the strength of a single verbal operant is often a function of more than one variable hands and operant maybe multiply controlled or….
That’s it’s possible to have verbal operant that are combinations of each other if they are controlled by multiple stimuli such as with an an echoic Mand or echoic-Mand-tact
Impure
Example: if one thought the pier a coworker bowl then the antecedent would be the sound ball and the consequences could be any reinforcer that is not the ball
However, one may use multiple control to evoke the client saying ball. In this example, the impure a coworker could be taught from a Mand and/or TACT frame
Once the verbal operant is consistently evoked by multiple stimuli it may then be necessary to transfer control to only the stimuli that would demonstrate a pure a coworker EG., Via the process of,
“prompt Fading and differential reinforcement”
Impure
It doesn’t have to be correct or makes sense as long as the response is verbal, and without point to point correspondence to the verbal SD, then it’s an….
Intraverbal
Non-verbal responses and are also referred to as a demonstration of receptive language or communication
Typically involve following verbal directions to complete tasks such as complying with MANDS,
Wait for preferred items or activities, share items, and excepting the removal or withholding of preferred items… and..
Attending to and prompting speaker behaviors, reinforcing speaker behavior, Engaging in appropriate interruptions only, and conversational turn taking
Listener responding
Involves:
first assessing deficits in listener behavior
Then using as much prompting, feeding, shipping, and differential reinforcement as necessary and sufficient to address deficits in listener repertoire
Listener training
Before actual training, it’s recommended that the trainer establish his or her own presence as a conditioned reinforcer through limiting demands while pairing herself with free access to reinforcers
Once trainers presence has been established as a reinforcer as evidence by learners frequent approach, Begin presenting simple easy to follow demands one at a time
Important to not repeat the directions several times, so the learner learns to follow the direction the first time it is given
Fade any proms as quickly as possible,
Avoid chaining problem behavior
Shape within and across compliance topographies Program for generalization
Listener training
SR 4: the response form of a MAND is controlled by:
EO
