Unit 3 Flashcards
Teaching Verbal Behavior
functional assessments and DRAs will often lead to
poor speakers becoming better listeners.
saying “milk” after eating a spicy meatball sandwich is an example of which verbal operant?
mand
fiona says “cat” she shrek says “cat”. this is an example of an
echoic
in a functional account of language, the unit of analysis is the…
verbal operant
in terms of writing the word “kite” when you hear the word “kite”, there is…
point-to-point correspondence but no formal similarity
ben says, “what is your favorite ice cream flavor?” jerry replies “cherry garcia”. jerry’s statement is an
intraverbal
harry asks sam to close the door, closing the door exemplifies:
manded stimulus selection
a boy has not eaten for a few hours and walks into a room where cookies are on the table. he says “cookie.” his saying cookie was: (verbal operant)
multiply controlled, mand and tact
in the echoic to mand stimulus transfer control procedures, the stimulus gradually faded to a motivational operation is a:
verbal stimulus
What are the advantages of picture selection?
audience, fine motor control is not needed
What best represents a speaker from a Skinnerian perspective?
one whose responses consist of speaking words, presenting pictures, typing words or using signs
with signs, a learner will be able to….
say more things to fewer people
carr and durand are noted for developing what procedure?
Functional Communication Training (FCT)
one major flaw in the DRO procedure, especially in terms of communication training, is that…
it does not target any specific response for reinforcement
_______teaches the client only a few limited, generic speaker responses.
Functional communication training (FCT)
skinner’s analysis of verbal bx has led to teaching techniques which can ideally result in
speakers with broad verbal repertoires under varying degrees of stimulus control depending upon the operant and the situation
“when a response form occurs reliably as one specific operant, gradually introduce the antecedent and consequent conditions of a new operant and fade the conditions of the original operant until this same response form occurs as the new operant.”
transferring stimulus control from one operant to another
what verbal operant should be taught first?
mands
What are advantages of interspersed skills/trials and mixed tasks?
- improves attentiveness
- reduces motivation to escape
- increases the probability of generalization
in compliance training, if the learner does not comply, the BA should…
remain with the learner until they comply
in the motor imitation to mand stimulus control transfer procedure, the demonstration stimulus is gradually faded and replaced by
motivational operations
fluency has two basic outcomes…
retention and rapid acquisition of complex or composite skills
two advantages of errorless teaching are…
minimizes errors and reduces the value of escape as a reinforcer.
interspersed tasks and varied cues, when presented from the beginning of intensive instruction, almost certainly require the use of
errorless learning using most-to-least prompt fading
if a child is non-compliant with a task, followed by a tantrum, and then followed by compliance with the original task, what should occur next?
no praise, no opportunity to mand, and another task
after noncompliance has occurred, escape extinction takes the form of…
waiting with the learner until they comply
verbal bx
Behavior that is socially-mediated and that has been trained by a verbal community.
Forms of verbal behavior
- speaking
- signing
- pointing
- writing
- gesturing
the speaker (verbalizer)
the individual emitting the verbal response
the listener (mediator)
the individual the speaker interacts with
the audience
listeners who belong to a trained verbal community
Elementary verbal operants
• Mands
• Tacts
• Intraverbals
• Duplics (echoic, copying a text, mimetic)
• Codics (textual, taking dictation, finger spelling,
etc. )
Mand
A verbal response that is evoked by an establishing operation and is maintained by a specific reinforcer.
T act
A verbal response that is evoked by a non-verbal stimulus and is maintained by socially-mediated reinforcement.
Intraverbal
A verbal response that is evoked by a verbal stimulus without point-to-point correspondence and with no formal similarity and that is maintained by socially- mediated reinforcement.
Duplic
A verbal response that is evoked by a verbal stimulus with point-to-point correspondence and formal similarity and that is maintained by socially-mediated reinforcement.
Types of duplics
- Echoic (vocal imitation of a verbal response)
- Copying a text
- Mimetic (motor imitation of a verbal response)
codic
A verbal response that is evoked by a verbal stimulus with point-to-point correspondence but without formal similarity and that is maintained by socially- mediated reinforcement.
types of codics
- Textual (reading a text)
- Taking dictation (transcriptive)
- Fingerspelling words heard
- Saying words seeing fingerspelled
autoclitics
“A secondary verbal operant in which some aspect of a speaker’s own verbal behavior functions as an SD or an MO for additional speaker verbal behavior.”
Receptive language (Manded stimulus selection) (Manded compliance
A response evoked by a mand to comply and maintained by socially-mediated reinforcement.
Selection-based verbal behavior
Verbal behavior that is reinforced by a verbal community based on what is being selected or pointed to.
Topography-based verbal behavior
Verbal behavior that is reinforced by a verbal community based on the topography (form or shape) of the verbal response.
Unit of analysis in a functional account of language
The verbal operant
Advantages of B. F. Skinner’s analysis of verbal behavior
Results in learners with full repertoires of specific, speaker responses.
Functional communication training (FCT)
Carr and Durand
“An antecedent intervention in which an appropriate communicative behavior is taught as a replacement behavior for problem behavior usually evoked by an established operation (EO); involves differential reinforcement of alternative behavior (DRA).”
Limitations with functional communication training
Can result in learners with a few limited, generic, speaker responses based on molar functions.
Transferring stimulus control from one operant to another
“When a response form occurs reliably as one specific operant, gradually introduce the antecedent and consequent conditions of a new operant and fade the conditions of the original operant until this same response form occurs as the new operant.”
stimulus control transfer procedures
- Echoic-to-mand
- Motor imitation-to-mand
- Full physical prompt-to-mand
- Mand-to-tact
- Echoic-to-tact
- TFFC-to-intraverbal
- RFFC ‘Bridge’-to-intraverbal
Advantages of interspersed skills/trials and mixed tasks
- More closely resemble language as it naturally occurs
- Reduce motivation to escape
- Improve attentiveness
Advantages of varied cues
•
More closely resemble language as it naturally occurs.
Results in generalized responding
Advantages of sign language as a response form
- Simplicity
- Portability
- Availability
- Rapidity
- Continuity
- Mediation
- Linguistic
- Academic
- Conversational
- Motivational
Advantages of Picture Exchange Communication System (PECS) as a response form
- fine motor coordination
- audience
advantages of fast-paced intensive instruction
- Prompts-out latency to achieve fluency
- Improves attentiveness
- Results in less frequent problem behavior
Outcomes of fluency
• Improves retention
• Fluent component skills result in the rapid
acquisition of composite skills
advantages of errorless teaching
multiple, rapid prompts and rapid prompt-fading
- minimizes errors
- reduces motivation to escape
Fiona says “cat” when Shrek says “cat.” This is an example of..
an echoic
Fluency has two basic outcomes…
retention and rapid acquisition of complex or composite skills
