Quiz 1 Flashcards
Describe the natural linguistic paradigm and list examples of it
- context of daily life
- emphasis on parent training
- child’s motivation is key principle
- incidental teaching procedures (hybrid) ➡️ communicative temptations
Examples: pivotal response training, Hanen parent training
Describe Hanen’s More Than Words
- 8 training sessions in small, personalized groups
- Hanen certified SLP leads the program
- a pre-program consultation for parent and child with SLP
- three individual sessions with SLP: video taping and analysis
What are the four stages of communication in the More Than Words program?
- Own Agenda Stage
- Requester Stage
- Early Communicator Stage
- Partner Stage
Name and describe the theoretical foundation of More Than Words
SOCIOLINGUISTIC PERSPECTIVE
- learning to communicate happens in the context of social interaction
- parents are powerful facilitators of communication development when they respond to their child’s communicative attempts
Name and describe the two goals of MTW
PARENT RESPONSIVENESS
- responding immediately to communicative attempts
- responding in such a way that the parent conveys interest to the message
- focusing on child’s current interest, rather than directing child’s attention to something the parent wants to focus on
CHILD ENGAGEMENT & INTERACTION
-improved social skills
-back and forth interactions
-improved understanding of language
What are the key concepts of MTW? Name four.
- Child initiations
- Following the child’s lead
- Attribute meaning to communication attempts
- Real life in natural context for learning communication
- Everyday routines (religion, structure, predictability)
- Visual supports (gestures, pictures, text) for comprehension and expression
- Communicative attempts
What if the child is not learning from rich language input, responsive parent and language modelling?
- goal of intervention is to change developmental trajectory
- options for other communication methods: vocal speech, AAC
Describe the pivotal response treatment for teaching first words
- based in ABA - Natural Language Paradigm NOT Skinner’s natural behaviour
Key principle ➡️ motivation:
- child choice (reinforcer survey)
- maintenance tasks (old and easy tasks, ration 7;1)
- reward any attempt (any vocalization accepted)
- get child’s attention first (with desired item, never: look at me!)
- provide a clear opportunity (model word with goal of child imitating any approximation)
- giving contingent consequence (immediate and worthwhile)
What are the two ABA-based approaches for language intervention?
- Discrete Trial Teaching (Lovaas)
2. Language intervention using Skinner’s analysis of language (verbal behaviour)
Name and describe the two ways language is conceptualized
LINGUISTIC
- meaning of words. Once acquired person will “know” the word
- syntactical structure, grammar/morphemes
- language: expressive and receptive related processes
BEHAVIOURAL
- verbal operants
- ABC contingency and motivating operations are context in which verbal behaviour occurs
- speaker and listener behaviour: two distinct processes
Describe Skinner’s Verbal Behaviour
- verbal behaviour = behaviour reinforced through another person
- includes vocal and non vocal verbal behaviour
In Skinner’s conceptualization define a “word”
- can have different functions
- words are defined by function not form
- functions are learned independent of each other and may not spontaneously generalize or transfer from one to the other
Name the six elementary verbal operants as described by Skinner
TTTIME Tact Textual Transcription Intraverbal Mand Echoic
Describe The verbal operant MAND (antecedent, learner’s response, consequence) and give an example
- demand or request for something of value (reinforcer)
- reinforcement is receipt of this valuable item/activity
-directly and specifically related to motivation operation (deprivation /satiation)
Antecedent: desire or motivation (establishing operations/motivating operations)
Learner’s Response: verbal behaviour
Consequence: SR+ specific to EO/MO
Saying ‘coffee’ because you want a coffee
Describe The verbal operant TACT (antecedent, learner’s response, consequence) and give an example
Antecedent: non verbal stimulus
Learner’s Response: verbal behaviour
Consequence: social
