G11 Use Skinner's Analysis to Teach Verbal Behavior Part 7 Flashcards
Listener responding by FFC training trials should begin with two words that
The student has mastered as tacts, can differentially respond, are very different from each other, and are from different classes
For initial listener training, the verbal prompt “come here”
May include a visual prompt such as a hand gesture
Should be paired with a reinforcer visible to the learner at the time of the prompt
May be followed with a gently physical prompt
Teaching listener responding by function increases the likelihood of correct responding
To SDs that describe what an object does, rather than specifying the object by name
Once a child responds correctly to “Come here” with a visible reinforcer, the next step would usually be to have
The reinforcer hidden while the child is approaching
One reason for teaching LRFFC is to
Promote effective responding to stimulus conditions found in the natural environment
An example of listener responding by class would be “touch
the vehicle”
Listener responding by feature refers to
Identifying a characteristic that an object has in common with another object
“Receptive skills” has been replaced in the literature with
Listener skills
An example of listener responding by feature would be “touch
the one with wheels”
An example of listener responding would be “point to
the one that has a glass screen”
When initially conducting listener training, responding appropriately to “come here”
Should produce immediate reinforcement
Assessment of a listener skill is achieve by determining if
A verbal stimulus controls a specific behavior
The teacher says “please sit: and the learner sits. With respect to the learner, this exemplifies
A listener skill
Initial listener training spread throughout the day and across settings has the benefit of
Reduced satiation and varied training conditions
Listener responding by class refers to
Identifying an object given a general category to which the object could be included.
An example of listener responding by function would be “point to
what we watch movies on”
For initial listener training, the verbal prompt “come here”
Should be paired with a reinforcer visible to the learner at the time of the prompt
A carrier phrase is
Part of the SD; it carries the target word
Vary carrier phrases by
Altering the SD- for example “touch the_”, instead of “show me the _”
If a child has some degree of imitative behavior, then
An imitative prompt can precede a verbal directive to aid teaching listener skills.
LRFFC training trials should begin
With two words that are very different from each other, that are from two different classes, that the student has mastered as tacts, and to which he differentially responds
Your goal is to enable your student to engage in intraverbals about fish- not just name them; i.e., talk about where they live, what they eat, the different kinds, how they behave, etc. One prerequisite skills to teach is
LRFFC
An example SD of listener responding by function would be “touch
what you write with”
For a child with limited listener skills, assessment can be conducted by identifying the number of words/phrases
That the child responds to correctly in a natural or play setting.
