Verbal behavior

VERBAL BEHAVIORVERBAL BEHAVIOR“Monorodi” Educational Center for Autism

Apollonia Foundation

Gevgelija 19-20 June 2014

Tools for assessing skills in children with language and learning deficits and is most commonly used in the process of the development of a behavioral program for children in the autism spectrum. Develop curriculum guides.

�ABLLS-R: ABLLS-R stands for Assessment of Basic Language and Learning Skills - Revised.

(http://www.partingtonbehavioranalysts.com/page/ablls-r-25.html)

VERBAL BEHAVIOUR

�VB-MAPP: VB-MAPP stands for The Verbal BehaviorMilestones Assessment and Ptlacement Program

(http://www.marksundberg.com/vb-mapp.htm)

2

VERBAL BEHAVIOR

� It’s an object of behavior analysis, because of its importance in humans

� VBs play a central role in such skills as social interaction, language and cognitive development, problem solving etc.

� Formal properties: language structure, including the topography of VB

� Functional properties: these include the cause of a VB

A full awareness of language presupposes both of these types of features

FEATURES OF LANGUAGESKINNER,1957

� Cognitive approach: language is controlled by internal procedures of perceiving, classifying, encoding and decoding, and storing verbal information (Piaget, 1952;Bloom,1970)

� Biological approach: language is hereditary and evident since birth. (Chomsky,1965)

LANGUAGE THEORIES

birth. (Chomsky,1965)

“Verbal behavioris whatever behavior is reinforced through the mediation of another

person”

�A learned behavior

�Maintained by the same environmental variables that maintain other non-verbal

VERBAL BEHAVIOR

variables that maintain other non-verbal behaviors

� Listener and speaker are clearly differentiated

� Skinner puts the emphasis on the speaker’s behavior

� He doesn’t uses terms like expressive or receptive language

DIFFERENCES OF APPROACHES

Analysis of verbal behavior is conducted through verbal operants

� We analyse verbal operants taking into account MOs, SD, C,whereas classical linguistics deal with words, phrases, sentences etc.

BEHAVIOR ANALYSIS OF LANGUAGE

etc.

Teach all meanings of a word

chocolate

Mand

Tact

Echoic/mimic

Intraverbals

Receptive

CLASSIFICATION OF VERBAL BEHAVIORS

Monorodi 2013, All rights reserved9

Receptive

FFC

Textual

Stimulus Verbal behavior Result of communication

(gain)

Desire or need Request (mand) Demand met

I’m thirsty “Juice” I’m given a juice

Visual stimulus You name it (tact) Social reinforcement

You’re given a picture and

you’re asked “what is it?”

“a hen” “Well done”

VERBAL OPERANTS


you’re asked “what is it?”

Verbal stimulus Verbal imitation (echoic) Reinforcement

Say “apple” “apple” “bingo!”

Stimulus Verbal behavior Result of communication

(gain)

Verbal stimulus Verbal response (intraverbals) Social reinforcement

“What’s your name?” “My name’s Anna” “My name’s Maria, do you

want to play with me?”

Discriminative stimulus Verbal response different from

the SD itself (Textual)

Social reinforcement

VERBAL OPERANTS


A text He reads the text “Well done”

� How is your student communicating when he’s trying to make

you understand what he wants?

1. Does he drag you by the hand? Is he pointing? Is he standing in front of the reinforcer?

2. Is he using one-word utterances?

3. Does he exchange pictures (PECS)? can he use signs? Or both?

REQUESTS (MANDING)

3. Does he exchange pictures (PECS)? can he use signs? Or both?


� Physical imitation

Does he copy (imitate) your actions?

1. Clapping hands?

2. Shooting a ball?

3. Your model for jumping?

INITIAL STAGE

3. Your model for jumping?


� Receptive skills

Can he understand phrases? Can he follow commands?

1. Can he follow 5 single verbal commands pertaining to daily living actions?

2. Can he show 10 actions upon the educator’s request? (e.g. “show me ‘sleep’!”)

3. Can he identify 10 objects after their attributes (“show me

INITIAL STAGE

3. Can he identify 10 objects after their attributes (“show me round and red”)


� Matching

Is your student able to match items, pictures, sample shapes,

that you give him?

1. Can he match 10 objects with corresponding pictures?

2. Can he match colors with sample drawings?

3. Can he put items on shelves by matching them with other

INITIAL STAGE

3. Can he put items on shelves by matching them with other items on the shelves?


�Verbal imitation

Does your student repeat after you sounds, words, or phrases you model?

1. Does he imitated vocalizations after the educator?

2. Does he imitate words after the educator?

3. Does he imitate phrases after the educator?

INITIAL STAGE

3. Does he imitate phrases after the educator?

Traditional SLT starts from this point!..


� When functional speech is too delayed, articulation cannot be a priority!

� You may even never set articulation work as a goal, as other language goals may be a priority

� Articulation work is ineffective if your student doesn’t look at you or never imitates

� Articulation in such cases cannot improve global functioning or enhance development!

ARTICULATION DEFICITS

� Articulation in such cases cannot improve global functioning or enhance development!


� Labeling

Can your student name items or actions?

1. Labels 5-10 items when so instructed by the educator

2. Labels 30 actions when so instructed by the educator

3. Names surrounding people

INTERMEDIATE STAGE

3. Names surrounding people


�Conversational skills (intraverbal precursors)

Does your student answer questions, or does he complete phrases with missing words?

1. Does he continues a song when the educator stops?

Does he complete phrases like «1,2,3....»

ADVANCED STAGE

2. Does he complete phrases like «1,2,3....»

3. Does he answer wh- questions?


� Academic skills

Is your student able to learn how to read, write, count?

1. Does he recognize letters? Or words?

2. Can he do any calculations?

3. Can he identify words he doesn’t understand in a text

ADVANCED STAGE

3. Can he identify words he doesn’t understand in a text of 50 words?


� Eye contact (2-3 months)†

� Complex sequence imitation (5-12 mo, mainly >12)

� Understanding others’ attention (7-9 mo) †

� Pointing / shared focus of attention (8-15 mo) † *

� Joint attention as communication (9-11 mo) †

� Social referencing (10-14 mo)

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DEVELOPMENTAL PRECURSORS OF SOCIAL COMMUNICATION

� Social referencing (10-14 mo)

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� Understanding what others know (1-2 yrs)

� Understanding others’ intentions (1,5-3 yrs)

� Phantasy (e.g. rehearsal of situations in lonely play) [symbolic function at 2 yrs: imagines alternatives]

†

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DEVELOPMENTAL PRECURSORS OF SOCIAL COMMUNICATION

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� Body language (posture andpositioning)

� Gesture

� Facial expression

� Eye contact

� Gaze (gaze shifts)

� Proxemics

NON-VERBAL

� Proxemics

� Deictic gestures

� Challenging behavior as communication

� Language consists of arbitrary symbols

� Alternative language systems have this same feature

� PECS need not be taught to communication partners, because it is not another symbolic system

� PECS does not require symbolic abilities; it requires only categorical and discriminative ones

� It can be taught to most language-disabled people

� It incorporates several verbal operants

LANGUAGE & PECS

� It incorporates several verbal operants

� In moderate ASDs, you can teach morphology and syntax through PECS Advanced techniques (adaptations needed for your language)

� The first thing PECS does, is teaching alternative communicative behaviors

� NON-VERBAL: give the picture, take the reinforcer = deliver a message

� NON-VERBAL: a deeper understanding of environment and communication: need to find the communication partner, need to gain the reinforcer through his mediation – with the help of a message

PECS – Phases I and II

message

� Echoic behavior is encouraged throughout PECS

� Students are taught to select appropriate content of message (through discrimination)

� A complete manding behavior, ONLY functional (we teach only items that are meaningful to the student)

� Receptive behavior is taught throughout PECS, in the teaching

PECS – Phase III

� Receptive behavior is taught throughout PECS, in the teaching environment (following routines, commands, instructions)

� First syntax: sentence starter “I want”

� FFC: features - Sentence enrichment: attributes

PECS – Phase IV

� Tacting behavior (labeling) - Answers to “what do you want?” (more functional than just “what is this?”)

� More tacts: commenting (no mand); more verbs for sharing impressions

� PECS doesn’t teach intraverbals

� You can teach textual behavior through PECS

PECS – Phases V & VI

� You can teach textual behavior through PECS

� Early Intensive Behavior Interventions (since 1961)

� ABA-based

� Developmentally sound

� Start between 1 and 3 yrs of age

� 2 year duration

� At least 20 hours/week

EIBI

� Use of DTT and incidental teaching

� Stronger effect on IQ and prognosis

� Strongest evidence for:

� ESDM (Early Start Denver Model)

� PRT (Pivotal Response Training)

� Nova Scotia

� Traditional: Lovaas (1963, widely known after 1987)

EIBI

PECS and Positve Behavior Support may be incorporated

� Koegel and Koegel, 1987, San Diego

� Naturalistic training (initiations and interests)

� Pivotal variables of learning: social motivation, responsivity to multiple cues, self-management, self-initiations

PRT

� Davis

� 25-40 hours/week

� Goals: imitation, discrimination, play behavior, communication, social interaction, school behavior

ESDM

� A lesson plan is a detailed description of a set goal and the procedures and techniques to be implemented by educators for its achievement.

WHAT IS A LESSON PLAN

� Goal setting

� Lesson plans

� Routine setup

� Alternative Communication System: PECS

WORKSHOP OBJECTIVES

� Goals

� Success criteria for generalization

� Prompts

� Reinforcement

� Data

WHAT IS INCLUDED IN A LESSON PLAN

� Define your goal

� The goal must be attainable

� The goal must be measurable

� Define in which situations the target-behavior shall occur (e.g. Andrei will put his jacket on before he goes out to the schoolyard for break)

� Define the result, not the procedure

GOAL SETTING

� Define the result, not the procedure

SUCCESS CRITERION FOR GENERALIZATION

�Certain criteria must be met before deciding that a goal has been achieved.

�Generalization: in multiple settings, with multiple persons, or �Generalization: in multiple settings, with multiple persons, or in the presence of a number of persons, with a variety of materials, with a certain rate of occurrence in a certain interval etc.

�Set percentage of success (most often 80%).

� The type of lesson may be stated (sequential or discriminative), as well as the type of error correction

� Putting a jacket on is a sequential lesson; error correction is done with steps backward

ERROR CORRECTION

�Prompts must direct our student to exhibit the target behavior�Types of prompts: physical, verbal, modeling, pointing,

gestures, pictures, written words etc.�Prompting strategies:

� most to least� least to most� graduated guidance

PROMPTS

� graduated guidance� delayed prompting� shaping

� Steps forward

� Steps backward

� withdrawal within task

� Prompt delay

PROMPT-FADING

EXAMPLE

� Kostas will greet his classmates when entering the class in the morning, by saying “hello”. He � Kostas will greet his classmates when entering the class in the morning, by saying “hello”. He will do this for 3 consecutive days, with a success rate of 90%, in the presence of at least 10 classmates. It’s a sequential lesson and the error correction is done with steps backward. He will be prompted by a 2nd person from behind.

EXAMPLE

�Nicoletta will recognize 10 items of daily living usage. She will do this during the lesson at school, as well as in the center, do this during the lesson at school, as well as in the center, through pictures, with 2 different educators, for 3 consecutive days, with a success rate of 90%. It’s a discrimination lesson, and the error correction is done in 4 steps. She will be prompted by the presence of the corresponding item.

� For any age

1. Think of what your long-term goal is

2. Define the short-term goals that lead to the long-term one

CLASSROOM ORGANIZATION: FUNCTIONAL ACTIVITIES

2. Define the short-term goals that lead to the long-term one

3. Choose appropriate real materials according to your student’s age

4. Think of the setting your student will be placed in the future

FUNCTIONAL ACTIVITIES

5. Use real materials your student will meet in future environments, in real situations

6. Choose materials that correspond to your student’s age

7. Organize a meaningful routine

EXAMPLE OF FUNCTIONAL ACTIVITIES AND GOALSFOR PRESCHOOLERS

�Following a functional routine, similar to that of a kindergarten�Following a functional routine, similar to that of a kindergarten

LET’S LOOK AT AN EXAMPLE

Time Activity Goals PECS/Communication

9:00-9:20 Lesson Visual-motor coordination, remaining seated at his table for a set amount of time, matching

Vocabulary, spontaneous use of adjectives

9:20-9:40 Painting Fine movements, visual-motor coordination, tactile desensitization

Colors, shapes, sizes

Asking for items he likeslikes

9:40-9:45 Hand washing DLSTeach the difficult step

Αίτηµα υλικού που λείπει για ολοκλήρωση δραστηριότητας

9:45-10:00 Snack Receptive language (take your plate)

Αυθόρµητο αίτηµα, επιθετικοί προσδιορισµοί

10:00-10:20 Break Play chase ΝΑ


10:20-10:40 Tale Sitting with the group, “listening” to the teacher, receptive language, recognition, matching

Asking for a particular tale

10:40-11:00 Music Verbal imitation, word completion

Asking for a musical instrument Asking for a completion instrument Asking for a song he prefers

11:00 Dismissal Organizing his things ΝΑ

EXAMPLE OF FUNCTIONAL ACTIVITIES AND GOALSFOR SCHOOL-AGED CHILDREN , IN A CENTER

Following a functional routine, similar to that of a


16:00-16:30 Lesson Graphomotor skills, copying, recognition, receptive skills

Vocabulary, adjectives and attributes

school

EXAMPLE

16:30-16:45 Break Games Asking for a particular game

16:45-17:00 Painting Fine movements, visual-motor coordination, tactile desensitization

Colors, shapes, sizesAsking for material he likes

EXAMPLE OF FUNCTIONAL ACTIVITIES AND GOALSFOR SCHOOL-AGED CHILDREN, AT HOME

Following a functional routine, similar to homeTime Activity Goals PECS/ Communication

15:00-15:10 Changing clothes Teach a particular step Asking for a garment that’s missing

15:10-15:15 Hand washing Teach a particular step ΝΑ

15:15-15:30 Meal Making and cleaning the table; right Asking for a particular food, 15:15-15:30 Meal Making and cleaning the table; right grasp

Asking for a particular food, quantity, color of food

15:30-15:40 Rest Occupied with computer; watching TV without standing up

Asking for a film, cartoon, computer game

15:40-16:00 Lesson Graphomotor, copying, recognition, perception

Vocabulary, attributes

16:00-17:00 Community Traffic training, stores, playground Asking to buy / to order

EXAMPLE OF FUNCTIONAL ACTIVITIES AND GOALSFOR ADULTS , AT HOME

Following a functional routine, similar to homeTime Activity Goals PECS/ Communication

8:30-8:40 Arousal Independence ΝΑ

8:40-8:50 Toileting Teach a difficult step in the chain; ΝΑ8:40-8:50 Toileting Teach a difficult step in the chain; Independence

ΝΑ

8:50-9:10 Preparing breakfast Organization; fine movement; Independence

Asking for necessary material

9:10-9:20 Changing clothes Orientation; independence Asking for a garment; colors

9:20-9:30 Dish washing Organization skills; fine and gross movement

Asking for help, missing items

Time Activity Goals PECS/ Communication

9:30-10:00 Community Walk, stores, behavior in the community

Asking for a certain place to go, something he wants to buy

10:00-10:10 Toileting Independence ΝΑ

10:10-10:30 Computer Age-appropriate games Asking for help

10:30-11:00 Free time Browsing a magazine, watching TV, listening to music; no problem behaviors

Commenting; asking for a particular program or journal

11:00-11:15 Gardening Independence Asking for a pot, loam etc.

11:15-11:30 Elevenses Organization, fine motor, independence

Asking for necessary items

� 45 minute sessions:1. Include activities of 10-15 min each2. Choose activities that are easy for participation

� Sessions over 2 hours:

DURATION OF SESSIONS AND FUNCTIONAL ACTIVITIES

1. Include activities of more than 15 minutes, especially if your student likes them

2. Repeat certain activities if needed for goal achievement

�Organize by sort

�Use transparent and semi-transparent boxes

�Put labels on boxes, denoting content

�Assign numbers to boxes

�Boxes must be visible and inaccessible to students

CLASSROOM ORGANIZATION: MATERIAL AND FUNCTIONAL ACTIVITIES

�Boxes must be visible and inaccessible to students

�Materials must be accessible to educator

� Create corners for activities, e.g.

1. A corner for academics

2. A corner for art and crafts

3. A corner for music

4. A corner for play

5. A corner for individual teaching

CLASSROOM ORGANIZATION: FUNCTIONAL ACTIVITIES

5. A corner for individual teaching

6. A corner for OT

� How should I organize the reinforcers (individual se ssion)

REINFORCEMENT

� How should I organize the reinforcers (individual se ssion)

� In my student’s clip board, there is a form with his reinforcers

� There is a box containing my student’s reinforcers

REINFORCERS

� How should I organize the reinforcers (group session )

�There is a board in the classroom, with a table of every �There is a board in the classroom, with a table of every student’s reinforcers

�ATTENTION: update the reinforcer list and the reinforcers box regularly

�When

- The half-second rule

� Increase the time your student is working for you

- Visual reinforcement system, “agreement”

(he will know what he’s working for and for how long)

REINFORCEMENT

(he will know what he’s working for and for how long)

�Use ARRT when working with a group

�Reinforce differentially

� Organize your agreement’s material

- Keep the reinforcement card and the tokens on the Communication Book’s last page

- Keep all reinforcement cards and tokens in a box

- Have reinforcers and reinforcement system in your apron for immediate use

REINFORCEMENT

use

�Keep your material under control

- The educator should manipulate tokens and have the reinforcement card placed correctly

- Place the reinforcement system in front of the student or by his side during the task

REINFORCEMENT

- The educator controls the tokens; she offers them to the student

- Tokens include stickers, coins, buttons, or small objects the student likes

�Create opportunities for communication during the activities, so the student could ask for reinforcers

- Reinforcers are visible but inaccessible to student

- Reinforcers are put in your apron for immediate use; available but not accessible

- Sabotage mastered activities to make your student ask for something (e.g. he cannot find the towel when

FUNCTIONAL COMMUNICATION

Sabotage mastered activities to make your student ask for something (e.g. he cannot find the towel when washing his hands)

� Review your lessons, identifying items that he likes and may ask for

Playground: swing

Art: paint, brush

Lesson: a piece of a puzzle

Snack: a biscuit, water


OT: balance beam

� Asking for toilet


� Organize Communication books in the classroom

- Communication books must be readily accessible to students

- During the lesson, they may hang on their chair or lie by their side

- Hang them on hooks, where students can find and take them


�Organize pictures in every student’s Communication book

- Pictures are arranged by categories (food, toys, colors etc.)

- Leave the front page free of pictures; this will facilitate teaching new skills

- Sentence starters are placed on the first page, left top


- Sentence starters are placed on the first page, left top- 9CCS pictrures are placed on the first page, right top

ERRORS AND PROBLEMSWITH PECS LESSONSWITH PECS LESSONS

� Which are the most common difficulties we face when implementing phases I to V of PECS in Greece (the greeklanguage has a very similar structure!)

� Suggestions to overcome difficulties

WORKSHOP

PROBLEMS FOR DISCUSSION� Difficulties to coordinate with family

� Difficulties with generalization

� Problem behaviors during lessons

� Student doesn’t look at pictures

� Student refuses to communicate

� Student grabs everything

� I cannot find something he will like

1. Present new items every time

2. Observe what he’s doing in your classroom (without your interference); if possible, observe him at home (without parent’s interference)

3. No need to use expensive items; any simple objects will do (bottle caps, laces and strings, and so on)

GENERAL ISSUES:1. REINFORCERS

do (bottle caps, laces and strings, and so on)

4. Ask his family about things he likes

5. Ask them what he does when alone

� He likes only 1-2 things

Start with them and try to find more (as said)

� He has only food reinforcers

� His reinforcers are not acceptable

Observe what he’s doing and try to find equivalent items that are acceptable

� He only uses his reinforcers for stereotypies

Accept this in the beginning; while he masters the first phases of

REINFORCERS

Accept this in the beginning; while he masters the first phases of PECS, show him what else he could do

� Don’t associate PECS only with reinforcing things; introduce a variety of activities

REINFORCER ASSESSMENT

� I have no time for preparing sessions at work

1. Ask the family to help you

2. Ask your employer to provide you with a trainee from a technical school

3. Explain the need for time to your employer

4. Ask a colleague to help you

Give your personal time

GENERAL ISSUES:2. TIME FOR PREPARING SESSIONS

5. Give your personal time

� How is it possible for me to do 40 exchanges according to the protocol in just 45 minutes?

1. 40 exchanges are expected during a day

2. Ask the school to collaborate

3. Ask the family to participate, so they can train the student at home

GENERAL ISSUES:3. 45-MINUTE SESSIONS

4. Introduce a new skill during session – train the parent – ask him to implement this at home

� The family must have an active role in training. How can I do that?

1. Explain to the family what PECS is about

2. Invite the parent to your session and explain to her what you’re doing during each phase

3. Show the parent what she could do at home

GENERAL ISSUES:4. THE ROLE OF THE FAMILY

4. If possible, set up a session at their place and implement PECS together with the parents

� Why keep data?

1. To illustrate progress

2. Easier to inform the family on student’s progress

3. To identify which point does the student find difficult, and to search for solutions through the protocol

DATA

� Do I have to record data from every exchange?

1. Yes, if you are conducting a research

2. Choose activities from which data on student’s performance are most desirable

3. Keep data during the first 10 minutes of each activity, or during 10 minutes in the middle of it, or in the end

DATA

or in the end

4. Keep data whenever you see your student doesn’t make progress

EXAMPLE: A GRAPH FROM DATA

Phase 1

120%

Phase 1

120%

0%

20%

40%

60%

80%

100%

120%

15/6/2011 16/6/2011 17/6/2011 18/6/2011 6/20/2011(Phase 1)

21/6/2011

Date

PICK UP

REACH

RELEASE

0%

20%

40%

60%

80%

100%

120%

15/6/2011 16/6/2011 17/6/2011 18/6/2011 6/20/2011(Phase 1)

21/6/2011

Date

PICK UP

REACH

RELEASE

THE PYRAMID APPROACH TO EDUCATION

BONDY AND SULZER-AZAROFF, 2002

The ‘how’ of teaching

The ‘why’ of behaviorThe ‘why’ of behaviorThe ‘why’ of behaviorThe ‘why’ of behaviorA science on learningA science on learningA science on learningA science on learning

Functional Activities

Functional Communication

Data

Communication partner Physical guide

enticeswaits for initiation, then prompts

Phase I overview

Guides student to pick, to come close, to release

Reinforces in half a sec

(label the item)

� “Tactile defensiveness”- doesn’t want to be touched (and guided)- doesn’t want to touch pictures

1. Put the picture on something else (e.g. a building block) to facilitate the student taking the picture

2. Reduce the distance from student to teacher to educatorGradually desensitize your student

STUDENT’S DIFFICULTIES AT PHASE I

3. Gradually desensitize your student4. If possible, get an experienced physical guide

� Student is hyperactive

1. Keep your material well organized

2. Respond quickly to student’s behaviors

3. Allow student to exchange pictures while standing

� Student throws pictures away

1. Correct errors with backward steps



2. Have the physical guide practice more (to be quicker)

3. Don’t react if you don’t want to reinforce behavior

4. Do not reinforce

� Student puts pictures into his mouth


2. Have the physical guide block behavior

3. Don’t talk to student during or right after the mouthing behavior

� Student won’t let reinforcer

1. Prefer consumable reinforcers


1. Prefer consumable reinforcers

2. Have a bigger amount of identical reinforcers

3. Use a variety of reinforcers

� Student doesn’t progress

Check with the protocol for phase I


1. Check with the protocol for phase I

2. Keep detailed data of exchanges in order to identify at which point mistakes occur

3. Seek consultation from supervisor

� No 2nd person available

1. Involve a family member in your session; explain the importance of her presence

2. Ask a colleague to help you for a while

3. Ask the secretary to help you for a while

� The physical guide doesn’t react on time

EDUCATOR’S DIFFICULTIES AT PHASE I

� The physical guide doesn’t react on time

1. Have her practice more

2. Provide your team with PECS supervision

3. Practice together with guide

� Who records data?

EDUCATOR’S DIFFICULTIES AT PHASE I

PHASE II OVERVIEW

Travel and persistence

Goal: to travel the distance to the Communication book and to the Communication partner; to communicate with different people in a variety of settingsdifferent people in a variety of settings

� If your student faces motor disabilities…1. Teach him to use a bell whenever he needs

something2. If he’s on a wheelchair, he approaches the

communication partner with the help of the physical guide

� Your student is dyspraxicModify pictures in a manner that your student feels the picture better; by stimulating his brain more, we increase the likelihood of him doing

PHASE II DIFFICULTIES

feels the picture better; by stimulating his brain more, we increase the likelihood of him doing the expected move (e.g. putting a picture on a block or box)

� Student gets distracted

1. Remove some of the environmental stimuli (not all!)

2. The guide prompts him to complete the exchange successfully

3. Increase the distance between student – communication partner – communication book very gradually

� Student makes requests to adults only

1. Create situations under which siblings or classmates make requests to the student


1. Create situations under which siblings or classmates make requests to the student

2. Organize a very reinforcing activity (e.g. snack) and take a classmate as communication partner in order to strengthen the student’s motivation to make requests

� Student has been taught to remain seated all the time

1. Gradually remove chair

2. The guide prompts the student to get off his chair

3. During the first exchanges, use powerful reinforcers to strengthen student’s motivation


strengthen student’s motivation

4. Remove his chair and table from classroom – make exchanges on the floor!

� Student has been taught to remain in the classroom

1. Let the door open

2. The guide leads the student through the door

3. The communication partner waits out of the classroom holding the reinforcer

� Student doesn’t carry his CB independently


� Student doesn’t carry his CB independently

1. NEVER give verbal prompts (‘take your book’, ‘you’ve forgotten something’ etc.)

2. Physically prompt student to take his book

3. Gradually fade prompting with steps backward

�Student reacts negatively when prompted to carry his Communication book

1. Initially, ask him to hold it for a few seconds.

2. Gradually increase this interval

3. Transfer the holding point from hand to elbow, gradually increasing intervals

4. Transfer holding from elbow to shoulder, gradually increasing intervals

5. In the end, teach student to pass the strap over his head


5. In the end, teach student to pass the strap over his head (transfer holding to neck)

6. During the above steps, reinforce every successful trial!!

� Phase ΙΙ

WHO’S FIT TO BE ACOMMUNICATION PARTNER?

Discrimination

Goal: the student chooses pictures from the front page or from inside the CB

IIIA- simple discrimination

� Among pictures of high- and low-preference items

IIIB- conditional discrimination

PHASE III OVERVIEW

IIIB- conditional discrimination

� Among pictures of at least 2 reinforcers

� Looks into the CB

� I cannot identify any non-preferred item

1. Ask parents, other carers, and family

2. Offer your student various items, especially food he might not like

� Student picks both pictures

1. Be quicker than your students, don’t allow him to pick both pictures

2. Correct with steps backward (entice again, don’t give item)

DIFFICULTIES AT PHASE IIIA

2. Correct with steps backward (entice again, don’t give item)

3. Check reinforcers once more

� Student does exchanges without having looked at the pics

1. Raise the CB at student’s eyes level

2. Move the CB until student detects it by gaze

3. Put the CB on a brace

4. Suddenly block access to pics with guide’s hand; this may make the student look at the CB; at this moment the guide


make the student look at the CB; at this moment the guide removes his hand

5. Check student’s vision (ophthalmologist)

� Student is too quick; after 4-step correction he may choose the non-preferred picture as well

1. Practice all the time, become quicker than your student2. Do not allow him to pick non-preferred pics: move the CB at a greater distance

from him

3. Interrupt error correction, entice again4. Begin error correction from the beginning

� Student does many mistakes

1. Check with the PECS protocol


1. Check with the PECS protocol2. Correct errors systematically with 4-step correction3. After 2 or 3 consecutive errors, move to previous phase, have the student do the

exchange successfully4. Systematically record detailed data5. Check student’s vision


� Student changes preference with respect to reinforcers

1. Maintain full control over reinforcers, don’t give free access

2. Limit reinforcers to a number you can control

3. Practice again and again the manipulation of similar students

4. Seek supervision4. Seek supervision

� Student does tantrums or goes away during 4-step error correction.

1. Implement 4-step correction at a faster pace

2. DO NOT allow the student avoid error correction

3. Check your data for error rate, tantrum rate, escape rate

4. Seek supervision

� Problems with vision

1. Implement a behavior intervention by a more experienced colleague to teach the student to wear his glasses

2. Use bigger pictures


2. Use bigger pictures

3. Make colors on pictures more intense

4. Try black and white pictures

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� Στάδιο11-09-16, σήκωµα βιβλίου επικοινωνίας µη αποδοτικό & δυσκολία οργάνωσης χώρου.MOV

PHASE IIIA

� Student makes no progress

1. Correspondence check (be precise)

2. 4-step procedure (be precise)

3. Detailed data recording

4. Try an intermediate step

DIFFICULTIES AT PHASE IIIB

� Non-preferred + blank + preferred

� 2 (different) non-preferred + 1 preferred

� Preferred items of various categories

� Student makes consecutive mistakes

1. Check with the PECS protocol

2. Correct systematically with 4-step error correction

3. After 2 or 3 consecutive errors, move to previous phase, have the student do the exchange successfully

DIFFICULTIES AT PHASE IIIB

have the student do the exchange successfully

4. Systematically record detailed data

5. Check student’s vision

Sentence structure

Goal: to build and exchange a sentence; to maintain manding

PHASE IV OVERVIEW

� Student makes no progress

1. Check your data: has your student stayed on single picture exchange for too long ?

2. Check your data: has the ‘want’ picture stayed on the sentence strip for too long?

3. Be a more systematic communication partner: reinforce in half a second

PHASE IV DIFFICULTIES

4. Check your data with the protocol: identify potential mistakes during phase IV

�Student arranges pictures on sentence strip not in the right order

1. Think of student’s chronological age

2. Correct with steps backward


2. Correct with steps backward

3. If errors are systematic, prevent them (check with phase IV protocol)

� Student doesn’t complete exchange

1. Try to provide with a physical guide prompting your student to complete exchanges successfully

2. Ask parents about student’s behavior at home

3. Check reinforcers’ power and student’s motivation

� Student doesn’t initiate


� Student doesn’t initiate

1. Check reinforcers’ power and student’s motivation

2. Try to provide with a physical guide

� Student has begun to speak, reducing communication by means of PECS

1. Record very detailed data of picture exchanges and verbal communication

2. Assess verbal communication: is speech comprehensible?

3. If verbal behavior is insufficient, physically prompt student to use PECS, or problem behaviors will arise


behaviors will arise

�Never demand speech!

� From the very beginning, introduce functional imitation activities alongside PECS phase I

� Teach functional verbal imitation in separate sessions (or echolalia may be induced)

� Time delay to ‘encourage’ speech, and differential reinforcement

�Never retain the requested item, if student doesn’t

SPEECH: FAMILY’S DISTRESS

�Never retain the requested item, if student doesn’t speak!

Responding to ‘what do you want?’

Goal: responding to questions about a request; maintaining spontaneous dialogue

PHASE V OVERVIEW

� Student doesn’t respond

1. Do you make questions once, or repeat them many times?

2. Do you keep reliable data?

3. Do you present questions at the right moment?

� Student ceases to make spontaneous requests

PHASE V DIFFICULTIES

� Student ceases to make spontaneous requests

1. During activities, create a blend of opportunities for spontaneous requests and responses

�Students quit PECS by themselves

�This is a long phase, may last for months

�Criteria1. Spoken vocabulary has to be as rich

2. Utterance length and structure corresponds to those with PECS

3. Speech has to be comprehensible to an unfamiliar listener

ENDING PECS

3. Speech has to be comprehensible to an unfamiliar listener

4. Rate of spontaneous functional speech must be equivalent to spontaneous initiations through PECS

� Unacceptable modifications!

� Only one educator for phase I

� Verbal prompts

� Insistence on speech

� Skipping phase II

IS IT PECS?

� Withdrawal of PECS (and no or little speech)

� Removal of pictures

�Welcomed modifications!

� Adapt pictures

� Allow the student to ‘call’ communication partner if the student cannot move

� Create new techniques to teach discrimination

IS IT PECS?

� Stop at phase III, if sentence structure is not to be taught

� Two educators after phase III

Date post:	06-Apr-2016
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