VERBAL 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/a blls-r-25.html) VB-MAPP:
VB-MAPP stands for The Verbal Behavior Milestones Assessment and Ptlacement Program (http://www.marksundberg.com/vb-mapp.htm)
VERBAL BEHAVIOUR 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 LANGUAGE SKINNER,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
Verbal behavior is whatever behavior is reinforced through the mediation of another person� “
A learned
behavior
Maintained by
the same environmental variables that maintain other non-verbal behaviors
VERBAL BEHAVIOR
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 analyse verbal operants taking into account MOs, SD, C, whereas classical linguistics deal with words, phrases, sentences etc.
We
BEHAVIOR ANALYSIS OF LANGUAGE
Teach all meanings of a word chocolate
Mand Tact Echoic/mimic Intraverbals Receptive FFC Textual
CLASSIFICATION OF VERBAL BEHAVIORS 9 Monorodi 2013, All rights reserved
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 stimulus
Verbal imitation (echoic)
Reinforcement
Say “apple”
“apple”
“bingo!”
VERBAL OPERANTS 10 Monorodi 2013, All rights reserved
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 Social reinforcement the SD itself (Textual)
A text
He reads the text
“Well done”
VERBAL OPERANTS 11 Monorodi 2013, All rights reserved
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) 12 Monorodi 2013, All rights reserved
Physical
imitation
Does he copy (imitate) your actions? 1.
Clapping hands?
2.
Shooting a ball?
3.
Your model for jumping?
INITIAL STAGE 13 Monorodi 2013, All rights reserved
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 round and red”)
INITIAL STAGE 14 Monorodi 2013, All rights reserved
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 items on the shelves?
INITIAL STAGE 15 Monorodi 2013, All rights reserved
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? Traditional SLT starts from this point!..
INITIAL STAGE 16 Monorodi 2013, All rights reserved
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 17 Monorodi 2013, All rights reserved
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 18 Monorodi 2013, All rights reserved
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? 2. Does he complete phrases like ÂŤ1,2,3....Âť 3. Does he answer wh- questions?
ADVANCED STAGE 19 Monorodi 2013, All rights reserved
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 of 50 words?
ADVANCED STAGE 20 Monorodi 2013, All rights reserved
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)
DEVELOPMENTAL PRECURSORS OF SOCIAL COMMUNICATION
© Μονορόδι 2012
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]
†
DEVELOPMENTAL PRECURSORS OF SOCIAL COMMUNICATION
© Μονορόδι 2012
Body language (posture andpositioning)
Gesture
Facial expression
Eye contact
Gaze (gaze shifts)
Proxemics
Deictic gestures
Challenging behavior as communication
NON-VERBAL
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
In moderate ASDs, you can teach morphology and syntax through PECS Advanced techniques (adaptations needed for your language)
LANGUAGE & PECS
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
Echoic behavior is encouraged throughout PECS
PECS – Phases I and II
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 environment (following routines, commands, instructions)
PECS – Phase III
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
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
Use of DTT and incidental teaching
Stronger effect on IQ and prognosis
EIBI
Strongest evidence for:
ESDM (Early Start Denver Model)
PRT (Pivotal Response Training)
Nova Scotia
Traditional: Lovaas (1963, widely known after 1987)
PECS and Positve Behavior Support may be incorporated
EIBI
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
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 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 delayed prompting shaping
PROMPTS
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 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, 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
3.
Choose appropriate real materials according to your student’s age
CLASSROOM ORGANIZATION: FUNCTIONAL ACTIVITIES
4. Think of the setting your student will be placed in the future 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
FUNCTIONAL ACTIVITIES
EXAMPLE OF FUNCTIONAL ACTIVITIES AND GOALS FOR PRESCHOOLERS
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 likes
9:40-9:45
Hand washing
DLS Teach 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
Time
Activity
Goals
PECS/ Communication
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 song he prefers
11:00
Dismissal
Organizing his things
ΝΑ
EXAMPLE OF FUNCTIONAL ACTIVITIES AND GOALS FOR SCHOOL-AGED CHILDREN, IN A CENTER
Following a functional routine, similar to that of a school EXAMPLE
Time
Activity
Goals
PECS/ Communication
16:00-16:30
Lesson
Graphomotor skills, copying, recognition, receptive skills
Vocabulary, adjectives and attributes
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, sizes Asking for material he likes
EXAMPLE OF FUNCTIONAL ACTIVITIES AND GOALS FOR SCHOOL-AGED CHILDREN, AT HOME Following a functional routine, similar to home Time
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 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 GOALS FOR ADULTS, AT HOME Following a functional routine, similar to home Time
Activity
Goals
PECS/ Communication
8:30-8:40
Arousal
Independence
ΝΑ
8:40-8:50
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
Î?Α
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
1. 2.
1. 2.
45 minute sessions: Include activities of 10-15 min each Choose activities that are easy for participation Sessions over 2 hours: Include activities of more than 15 minutes, especially if your student likes them Repeat certain activities if needed for goal achievement
DURATION OF SESSIONS AND FUNCTIONAL ACTIVITIES
Organize Use Put
by sort
transparent and semi-transparent boxes
labels on boxes, denoting content
Assign
numbers to boxes
Boxes
must be visible and inaccessible to students
Materials
must be accessible to educator
CLASSROOM ORGANIZATION: MATERIAL AND FUNCTIONAL ACTIVITIES
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
6.
A corner for OT
CLASSROOM ORGANIZATION: FUNCTIONAL ACTIVITIES
How should I organize the reinforcers (individual session)
In my student’s clip board, there is a form with his reinforcers
There is a box containing my student’s reinforcers
REINFORCEMENT
REINFORCERS
How should I organize the reinforcers (group session)
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) Use ARRT Reinforce
when working with a group
differentially
REINFORCEMENT
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
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
-
The educator controls the tokens; she offers them to the student
-
Tokens include stickers, coins, buttons, or small objects the student likes
REINFORCEMENT
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 washing his hands)
FUNCTIONAL COMMUNICATION
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
FUNCTIONAL COMMUNICATION
Asking for toilet
FUNCTIONAL COMMUNICATION
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
FUNCTIONAL COMMUNICATION
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 9CCS pictrures are placed on the first page, right top
FUNCTIONAL COMMUNICATION
ERRORS AND PROBLEMS WITH PECS LESSONS
Which are the most common difficulties we face when implementing phases I to V of PECS in Greece (the greek language 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)
4.
Ask his family about things he likes
5.
Ask them what he does when alone
GENERAL ISSUES: 1. REINFORCERS
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 PECS, show him what else he could do
Don’t associate PECS only with reinforcing things; introduce a variety of activities
REINFORCERS
REINFORCER ASSESSMENT
1. 2.
I have no time for preparing sessions at work Ask the family to help you 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
5.
GENERAL ISSUES: 2. TIME FOR PREPARING SESSIONS
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
4.
Introduce a new skill during session – train the parent – ask him to implement this at home
GENERAL ISSUES: 3. 45-MINUTE SESSIONS
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
4.
If possible, set up a session at their place and implement PECS together with the parents
GENERAL ISSUES: 4. THE ROLE OF THE FAMILY
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
1. 2. 3.
4.
Do I have to record data from every exchange? Yes, if you are conducting a research Choose activities from which data on student’s performance are most desirable Keep data during the first 10 minutes of each activity, or during 10 minutes in the middle of it, or in the end Keep data whenever you see your student doesn’t make progress
DATA
EXAMPLE: A GRAPH FROM DATA
Phase 1 120% 100% 80%
PICK UP
60%
REACH
40%
RELEASE
20% 0% 15/6/2011
16/6/2011
17/6/2011
18/6/2011 Date
6/20/2011 (Phase 1)
21/6/2011
THE PYRAMID APPROACH TO EDUCATION BONDY AND SULZER-AZAROFF, 2002
The ‘how’ of teaching
Data Functional Communication
The ‘why’ of behavior A science on learning Functional Activities
Phase I overview Communication partner
entices
Physical guide
waits for initiation, then prompts
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. 2. 3. 4.
Put the picture on something else (e.g. a building block) to facilitate the student taking the picture Reduce the distance from student to teacher to educator Gradually desensitize your student If possible, get an experienced physical guide
STUDENT’S DIFFICULTIES AT PHASE I
1. 2. 3. 1. 2. 3. 4.
Student is hyperactive Keep your material well organized Respond quickly to student’s behaviors Allow student to exchange pictures while standing Student throws pictures away Correct errors with backward steps Have the physical guide practice more (to be quicker) Don’t react if you don’t want to reinforce behavior Do not reinforce
STUDENT’S DIFFICULTIES AT PHASE I
1. 2. 3.
1. 2. 3.
Student puts pictures into his mouth Correct errors with backward steps Have the physical guide block behavior Don’t talk to student during or right after the mouthing behavior Student won’t let reinforcer Prefer consumable reinforcers Have a bigger amount of identical reinforcers Use a variety of reinforcers
STUDENT’S DIFFICULTIES AT PHASE I
Student doesn’t progress
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
STUDENT’S DIFFICULTIES AT PHASE I
1. 2. 3. 1. 2. 3.
No 2nd person available Involve a family member in your session; explain the importance of her presence Ask a colleague to help you for a while Ask the secretary to help you for a while The physical guide doesn’t react on time Have her practice more Provide your team with PECS supervision Practice together with guide
EDUCATOR’S DIFFICULTIES AT PHASE I
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 settings
1. 2.
If your student faces motor disabilities‌ Teach him to use a bell whenever he needs something If he’s on a wheelchair, he approaches the communication partner with the help of the physical guide Your student is dyspraxic Modify pictures in a manner that your student 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)
PHASE II DIFFICULTIES
1. 2. 3. 1. 2.
Student gets distracted Remove some of the environmental stimuli (not all!) The guide prompts him to complete the exchange successfully Increase the distance between student – communication partner – communication book very gradually Student makes requests to adults only Create situations under which siblings or classmates make requests to the student 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
PHASE II DIFFICULTIES
1. 2. 3. 4.
Student has been taught to remain seated all the time Gradually remove chair The guide prompts the student to get off his chair During the first exchanges, use powerful reinforcers to strengthen student’s motivation Remove his chair and table from classroom – make exchanges on the floor!
PHASE II DIFFICULTIES
1. 2. 3.
1. 2. 3.
Student has been taught to remain in the classroom Let the door open The guide leads the student through the door The communication partner waits out of the classroom holding the reinforcer Student doesn’t carry his CB independently NEVER give verbal prompts (‘take your book’, ‘you’ve forgotten something’ etc.) Physically prompt student to take his book Gradually fade prompting with steps backward
PHASE II DIFFICULTIES
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 (transfer holding to neck) 6. During the above steps, reinforce every successful trial!!
PHASE II DIFFICULTIES
Phase ΙΙ
WHO’S FIT TO BE A COMMUNICATION 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
Among pictures of at least 2 reinforcers
Looks
into the CB
PHASE III OVERVIEW
1. 2.
1. 2. 3.
I cannot identify any non-preferred item Ask parents, other carers, and family Offer your student various items, especially food he might not like Student picks both pictures Be quicker than your students, don’t allow him to pick both pictures Correct with steps backward (entice again, don’t give item) Check reinforcers once more
DIFFICULTIES AT PHASE IIIA
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 removes his hand
5.
Check student’s vision (ophthalmologist)
DIFFICULTIES AT PHASE IIIA
1. 2. 3. 4. 1. 2. 3. 4. 5.
Student is too quick; after 4-step correction he may choose the non-preferred picture as well Practice all the time, become quicker than your student Do not allow him to pick non-preferred pics: move the CB at a greater distance from him Interrupt error correction, entice again Begin error correction from the beginning Student does many mistakes Check with the PECS protocol Correct errors systematically with 4-step correction After 2 or 3 consecutive errors, move to previous phase, have the student do the exchange successfully Systematically record detailed data Check student’s vision
DIFFICULTIES AT PHASE IIIA
DIFFICULTIES AT PHASE IIIA 1. 2. 3. 4.
1. 2. 3. 4.
Student changes preference with respect to reinforcers Maintain full control over reinforcers, don’t give free access Limit reinforcers to a number you can control Practice again and again the manipulation of similar students Seek supervision Student does tantrums or goes away during 4-step error correction. Implement 4-step correction at a faster pace DO NOT allow the student avoid error correction Check your data for error rate, tantrum rate, escape rate 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
3.
Make colors on pictures more intense
4.
Try black and white pictures
DIFFICULTIES AT PHASE IIIA
11-07-15, ΙΙΙΑ, καθυστέρηση ενίσχυσης στη σωστή διάκριση.MOV
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
Non-preferred + blank + preferred
2 (different) non-preferred + 1 preferred
Preferred items of various categories
DIFFICULTIES AT PHASE IIIB
1. 2. 3. 4. 5.
Student makes consecutive mistakes Check with the PECS protocol Correct systematically with 4-step error correction After 2 or 3 consecutive errors, move to previous phase, have the student do the exchange successfully Systematically record detailed data Check student’s vision
DIFFICULTIES AT PHASE IIIB
Sentence structure Goal: to build and exchange a sentence; to maintain manding
PHASE IV OVERVIEW
1. 2. 3. 4.
Student makes no progress Check your data: has your student stayed on single picture exchange for too long ? Check your data: has the ‘want’ picture stayed on the sentence strip for too long? Be a more systematic communication partner: reinforce in half a second Check your data with the protocol: identify potential mistakes during phase IV
PHASE IV DIFFICULTIES
Student
arranges pictures on sentence strip not in the right
order 1. Think
of student’s chronological age
2. Correct
with steps backward
3. If
errors are systematic, prevent them (check with phase IV protocol)
PHASE IV DIFFICULTIES
1. 2. 3.
1. 2.
Student doesn’t complete exchange Try to provide with a physical guide prompting your student to complete exchanges successfully Ask parents about student’s behavior at home Check reinforcers’ power and student’s motivation Student doesn’t initiate Check reinforcers’ power and student’s motivation Try to provide with a physical guide
PHASE IV DIFFICULTIES
1. 2. 3.
Student has begun to speak, reducing communication by means of PECS Record very detailed data of picture exchanges and verbal communication Assess verbal communication: is speech comprehensible? If verbal behavior is insufficient, physically prompt student to use PECS, or problem behaviors will arise
PHASE IV DIFFICULTIES
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 speak!
SPEECH: FAMILY’S DISTRESS
Responding to ‘what do you want?’ Goal: responding to questions about a request; maintaining spontaneous dialogue
PHASE V OVERVIEW
1. 2. 3. 1.
Student doesn’t respond Do you make questions once, or repeat them many times? Do you keep reliable data? Do you present questions at the right moment? Student ceases to make spontaneous requests During activities, create a blend of opportunities for spontaneous requests and responses
PHASE V DIFFICULTIES
Students This
quit PECS by themselves
is a long phase, may last for months
Criteria 1. 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 4. Rate of spontaneous functional speech must be equivalent to spontaneous initiations through PECS
ENDING PECS
Unacceptable modifications!
Only one educator for phase I
Verbal prompts
Insistence on speech
Skipping phase II
Withdrawal of PECS (and no or little speech)
Removal of pictures
IS IT PECS?
Welcomed
modifications!
Adapt pictures
Allow the student to ‘call’ communication partner if the student cannot move
Create new techniques to teach discrimination
Stop at phase III, if sentence structure is not to be taught
Two educators after phase III
IS IT PECS?