G11 Use Skinner's Analysis to Teach Verbal Behavior Part 1 Flashcards
The verbal behavior approach
Requires careful attention to ensure that MOs are in place
Teaching one kind of verbal operant
Does not result in acquisition of other kinds of verbal operants
Particularly at the beginning of mand training, the verbal behavior approach makes liberal use of
Shaping
The verbal behavior approach to teaching language
All the above:
Applies the fundamental principles of behavior analysis to verbal behavior.
Assumes verbal behavior is learned through contingencies of reinforcement.
Considers speaker and listener behavior as distinct response classes.
A child in verbal behavior training says “Cookie.” To determine the type of operant it is, you need to know
All the above:
What, if any, MO was in place.
What discriminative stimulus, if any, was presented.
Under what stimulus conditions he said “Cookie”
Of the following, verbal behavior training generally first teaches
Manding
Once rapport is established,
Demands should be introduced very gradually
A child who had received extensive traditional language training almost never mands. You would suspect that he has
Not received explicit instruction in manding.
At the start of echoic training of a child who has delayed communication, you are likely to see
The therapist making a sound and then presenting a preferred item to the student.
The verbal behavior approach
Begins with the therapist establishing herself as a reinforcer
The verbal behavior approach to teaching language
All the above:
Independently assesses language skills that are controlled by the MO and those controlled by the discriminative stimuli.
Considers motivating operations when teaching verbal behavior.
Considers the function of the verbal operant: echoic, mand, tact, and intraverbals
To establish rapport initially,
Do not give demands
Using the verbal behavior approach, the functional use of a word requires that it be taught as
A mand, tact, and an intraverbal
To establish yourself as a reinforcer,
Pair your presence with noncontingent delivery of reinforcing items and activities.
For children with autism, the discrepancy in skill level between the different types of operants may be due to
Instruction that has failed to assess and teach each classification of verbal operant
