Building a Comprehensive Building a Comprehensive ABA Program: Integrating ABA Program: Integrating

More Naturalistic StrategiesMore Naturalistic StrategiesMary Jane Weiss, Ph.D., BCBAMary Jane Weiss, Ph.D., BCBA

September, 2008September, 2008

Our goals for todayOur goals for today

To introduce you to a variety of useful teaching To introduce you to a variety of useful teaching strategies within the field of ABA, including the strategies within the field of ABA, including the naturalistic strategiesnaturalistic strategies

To focus on the use of the Verbal Behavior To focus on the use of the Verbal Behavior language classification system and to describe the language classification system and to describe the benefits of this system for building the benefits of this system for building the spontaneous use and generalization of skillsspontaneous use and generalization of skills

What are the core characteristics What are the core characteristics of ABA?of ABA?

Interventions based on empirically validated Interventions based on empirically validated researchresearch

Highly individualized instructionHighly individualized instruction Ongoing assessment and data collectionOngoing assessment and data collection Data-driven decision makingData-driven decision making

What are the core characteristics What are the core characteristics of ABA?of ABA?

Assessment of outcome is based on skill Assessment of outcome is based on skill acquisition, maintenance over time, and acquisition, maintenance over time, and generalization to real-life settingsgeneralization to real-life settings

Significant role for significant othersSignificant role for significant others A humanistic approach focused on quality of A humanistic approach focused on quality of

life and meaningful changelife and meaningful change

What makes ABA so effective?What makes ABA so effective?

Specificity of goalsSpecificity of goals– Linked to a thorough assessmentLinked to a thorough assessment

Data based decision makingData based decision making– Dynamic programmingDynamic programming

IntensityIntensity– RatioRatio– HoursHours– Number of learning opportunitiesNumber of learning opportunities

What teaching methods are What teaching methods are under the ABA umbrella?under the ABA umbrella?

ShapingShaping Task Analysis/ChainingTask Analysis/Chaining Discrete Trial InstructionDiscrete Trial Instruction Incidental TeachingIncidental Teaching Pivotal Response TrainingPivotal Response Training Natural Environment TrainingNatural Environment Training Rate-building for fluencyRate-building for fluency

Discrete Trial Discrete Trial InstructionInstruction

What is Discrete Trial Instruction?What is Discrete Trial Instruction?

Discrete Trial Instruction is a special form of Discrete Trial Instruction is a special form of teaching used to maximize learning for teaching used to maximize learning for students who struggle with more traditional students who struggle with more traditional teaching methods, and who require repetition teaching methods, and who require repetition to learn.to learn.

Discrete Trial Instruction relies heavily on the Discrete Trial Instruction relies heavily on the antecedents and consequences of behavior. antecedents and consequences of behavior.

Discrete Trial Instruction differs from other Discrete Trial Instruction differs from other instructional methods because it relies instructional methods because it relies heavily on intensity and structure.heavily on intensity and structure.

DTI- An Historical DTI- An Historical PerspectivePerspective

Based on the principles of Applied Behavior Analysis and Based on the principles of Applied Behavior Analysis and operant learning/conditioning (Skinner, Bear, Bijou, Lovaas, operant learning/conditioning (Skinner, Bear, Bijou, Lovaas, Long...)Long...)

1. Understanding behavior by analyzing environmental 1. Understanding behavior by analyzing environmental factors.factors.

2. Systematically manipulating antecedents/ consequences 2. Systematically manipulating antecedents/ consequences to modify adaptive/maladaptive behaviorto modify adaptive/maladaptive behavior ..

Specifically “coined” Discrete Trial Instruction by Koegel, Russo, Specifically “coined” Discrete Trial Instruction by Koegel, Russo, and Rincover, and Rincover, Journal of Applied Behavior Analysis, 1977Journal of Applied Behavior Analysis, 1977

Designed to be a formal, exact unit of teaching which is:Designed to be a formal, exact unit of teaching which is: a single teaching momenta single teaching moment a systematic shaping process to build complex behaviorsa systematic shaping process to build complex behaviors a “step by step upward progression”a “step by step upward progression”

The DTI ModelThe DTI Model

The term “Discrete” stresses the need to recognize each The term “Discrete” stresses the need to recognize each individual teaching moment as separate and distinct. Each individual teaching moment as separate and distinct. Each trial has a definite beginning and end.trial has a definite beginning and end.

Discrete Trial Instruction breaks down tasks into specific, Discrete Trial Instruction breaks down tasks into specific, focused instructional demands.focused instructional demands.

The format of Discrete Trial Instruction is very conducive to The format of Discrete Trial Instruction is very conducive to systematic data collection and tracking of student systematic data collection and tracking of student performance.performance.

Highly effectiveHighly effective Has been in use for 30 yearsHas been in use for 30 years Very successful in teaching a wide variety of skillsVery successful in teaching a wide variety of skills

What is a Discrete Trial?What is a Discrete Trial?

A sequenced form of instructionA sequenced form of instruction– SD (instruction)SD (instruction)– ResponseResponse– ConsequenceConsequence

How has DTI changed?How has DTI changed?

Not just blocks of trialsNot just blocks of trials InterspersalsInterspersals Shorter inter-trial intervalsShorter inter-trial intervals Using errorless learningUsing errorless learning

What is errorless learning?What is errorless learning?

Errors are preventedErrors are prevented– Use a most to least prompt hierarchyUse a most to least prompt hierarchy

Errors are interruptedErrors are interrupted

What is task interspersal?What is task interspersal?

Presentations of previously learned Presentations of previously learned maintenance tasks are co-mingled with the maintenance tasks are co-mingled with the presentation of acquisition taskspresentation of acquisition tasks

What do we know about the What do we know about the effectiveness of interspersal?effectiveness of interspersal?

Higher percentages of correct responding on Higher percentages of correct responding on acquisition tasks when maintenance tasks are acquisition tasks when maintenance tasks are interspersed (vs. when only a single acquisition interspersed (vs. when only a single acquisition task is presented) (Dunlap & Koegel, 1980)task is presented) (Dunlap & Koegel, 1980)

Interspersal must include maintenance tasks. Interspersal must include maintenance tasks. Merely interspersing several acquisition tasks Merely interspersing several acquisition tasks does not facilitate learning (Dunlap, 1984)does not facilitate learning (Dunlap, 1984)

Benefits of interspersal have been demonstrated Benefits of interspersal have been demonstrated across populations (Koegel & Koegel, 1996)across populations (Koegel & Koegel, 1996)

Why else should we consider Why else should we consider interspersal?interspersal?

More naturalistic, as one can not predict More naturalistic, as one can not predict questions to be posed in everyday questions to be posed in everyday interactionsinteractions

It prevents “automatic” responding, based It prevents “automatic” responding, based on repetitive trials of a single item or a on repetitive trials of a single item or a particular programparticular program

It reduces frustration for the learnerIt reduces frustration for the learner Facilitates response, as behavioral Facilitates response, as behavioral

momentum is builtmomentum is built

Why do we need DTI?Why do we need DTI?

Many skills require repetitionMany skills require repetition Many students will easily learn new skills in Many students will easily learn new skills in

this formatthis format It is conducive to teaching skills that are not It is conducive to teaching skills that are not

intrinsically motivatingintrinsically motivating

What are the What are the potential potential drawbacks or drawbacks or limitations of DTI?limitations of DTI?

– Difficult to generalize skills (requires special Difficult to generalize skills (requires special consideration in planning)consideration in planning)

– May lead to overemphasis of the SD-R format May lead to overemphasis of the SD-R format of programming of programming

– Learners may not find instruction inherently Learners may not find instruction inherently rewardingrewarding

DiscussionDiscussion

Joey’s parents are teaching him dressing. Joey’s parents are teaching him dressing. They do multiple repetitions of buttoning They do multiple repetitions of buttoning every day after school, usually about 10 every day after school, usually about 10 times.times.– What are the advantages to this approach?What are the advantages to this approach?– What else might they do to teach buttoning or What else might they do to teach buttoning or

other dressing skills?other dressing skills?

DiscussionDiscussion

Miranda’s teachers want her to ask others what is Miranda’s teachers want her to ask others what is wrong when they express distress. So, while wrong when they express distress. So, while seated at 1:1 instruction, they pretend to cry and seated at 1:1 instruction, they pretend to cry and prompt her to ask what is wrong. They usually do prompt her to ask what is wrong. They usually do this as a program, with about 5 to 10 trials at a this as a program, with about 5 to 10 trials at a time.time.– What are the advantages to teaching this skill this way?What are the advantages to teaching this skill this way?– What are the disadvantages to teaching this skill this What are the disadvantages to teaching this skill this

way?way?

What are other ABA methods used What are other ABA methods used to teach skills?to teach skills?

There are a variety of ABA methods which are There are a variety of ABA methods which are naturalistic in approachnaturalistic in approach

Naturalistic ABA strategies have been emphasized Naturalistic ABA strategies have been emphasized for many years, and have evolved and become for many years, and have evolved and become more sophisticated over timemore sophisticated over time

Incidental Teaching, the Natural Language Incidental Teaching, the Natural Language Paradigm, and Pivotal Response Training all are Paradigm, and Pivotal Response Training all are naturalistic ABA strategiesnaturalistic ABA strategies

Natural Environment Training is a naturalistic Natural Environment Training is a naturalistic strategy that uses the VB classification systemstrategy that uses the VB classification system

Naturalistic ABA StrategiesNaturalistic ABA Strategies

Incidental Teaching has been an ABA Incidental Teaching has been an ABA method in use for over 25 yearsmethod in use for over 25 years

““Incidental teaching is used to get Incidental teaching is used to get elaborated language by waiting for a person elaborated language by waiting for a person to initiate a conversation about a topic and to initiate a conversation about a topic and then responding in ways that ask for more then responding in ways that ask for more language from that person (Hart & Risley, language from that person (Hart & Risley, 1982).1982).

Incidental Teaching……….Incidental Teaching……….

A natural environment is arranged to attract A natural environment is arranged to attract the student to desired materialsthe student to desired materials

The student initiates the teaching by The student initiates the teaching by indicating an interest (gesturally or verbally)indicating an interest (gesturally or verbally)

The teacher prompts an elaborationThe teacher prompts an elaboration The correct response to the prompt provides The correct response to the prompt provides

access access

Incidental Teaching……..Incidental Teaching……..

Part of best practice ABAPart of best practice ABA Includes many “communicative temptations”Includes many “communicative temptations”

– eating a desired food in front of studenteating a desired food in front of student– engaging in a desired activityengaging in a desired activity– putting an object out of reachputting an object out of reach– set up situations requiring “help”set up situations requiring “help”

What does incidental teaching What does incidental teaching do?do?

Makes use of the natural environmentMakes use of the natural environment Capitalizes on periods of high motivation to Capitalizes on periods of high motivation to

facilitate learningfacilitate learning Makes use of naturally occurring reinforcersMakes use of naturally occurring reinforcers Reinforces an important class of behaviors Reinforces an important class of behaviors

(initiations)(initiations)

Naturalistic ABA Teaching Naturalistic ABA Teaching StrategiesStrategies

Natural Language Paradigm and Pivotal Natural Language Paradigm and Pivotal Response Training are ABA methodologies Response Training are ABA methodologies which have emphasized naturalistic which have emphasized naturalistic teaching for over 20 yearsteaching for over 20 years

Associated with a number of researchersAssociated with a number of researchers– Koegel, O’Dell, & Koegel, 1987Koegel, O’Dell, & Koegel, 1987– Laski, Charlop, & Schreibman, 1988Laski, Charlop, & Schreibman, 1988– Koegel, Koegel, & Surrat, 1992Koegel, Koegel, & Surrat, 1992

Natural Language Paradigm and Natural Language Paradigm and Pivotal Response TrainingPivotal Response Training

Natural Language Paradigm and Pivotal Natural Language Paradigm and Pivotal Response Training have emphasizedResponse Training have emphasized– the use of intrinsically motivating materialsthe use of intrinsically motivating materials– teaching in natural contextsteaching in natural contexts– focusing on the individual’s interests to guide focusing on the individual’s interests to guide

language instructionlanguage instruction

Natural Language ParadigmNatural Language Paradigm

InvolvesInvolves– items chosen by the childitems chosen by the child– variations in instructional targets every few trialsvariations in instructional targets every few trials– loose shaping contingenciesloose shaping contingencies– natural reinforcersnatural reinforcers– Playful, informal interactionsPlayful, informal interactions

Natural Environment TrainingNatural Environment Training

Conducted in typical environmentConducted in typical environment Designed for younger studentsDesigned for younger students Uses Skinner’s analysis of Verbal Behavior Uses Skinner’s analysis of Verbal Behavior

to develop an instructional model and to develop an instructional model and curricular progressioncurricular progression

Was developed by Sundberg & PartingtonWas developed by Sundberg & Partington Described in their book, Described in their book, Teaching Language Teaching Language

to Children with Autism or Other to Children with Autism or Other Developmental DisabilitiesDevelopmental Disabilities

How do Discrete Trial Instruction How do Discrete Trial Instruction and Naturalistic Strategies Differ?and Naturalistic Strategies Differ?

Discrete TrialDiscrete Trial

InstructionInstruction

Naturalistic Naturalistic ABA ABA

InstructionInstruction

Who initiates learning Who initiates learning opportunity?opportunity?

InstructorInstructor StudentStudent

Where does it occur?Where does it occur? Structured Structured

SettingSetting

Natural Natural

SettingSetting

Is it planned?Is it planned? DefinitelyDefinitely To varying To varying

extentsextents

Does it involve Does it involve repetition?repetition?

YesYes SometimesSometimes

What is the nature of What is the nature of the reward?the reward?

Extrinsic Extrinsic

RewardsRewards

Natural RewardsNatural Rewards

ActivityActivity

How do you use naturalistic strategies to How do you use naturalistic strategies to teachteach

-shoe tying-shoe tying

-answering social questions-answering social questions

-playing card games-playing card games

What are the advantages and disadvantages What are the advantages and disadvantages to teaching these skills naturalistically?to teaching these skills naturalistically?

Why should we learn about Why should we learn about Verbal Behavior classifications?Verbal Behavior classifications?

It teaches us about the functions of It teaches us about the functions of languagelanguage

All of the functions need to be addressed All of the functions need to be addressed long-termlong-term

When all functions are addressed, language When all functions are addressed, language programming is more comprehensiveprogramming is more comprehensive

Research has indicated that skills do not Research has indicated that skills do not transfer across functions (i.e. a child may transfer across functions (i.e. a child may be able to label but not request)be able to label but not request)

What is “Verbal Behavior?”What is “Verbal Behavior?”

Verbal Behavior = BehaviorVerbal Behavior = Behavior Verbal Behavior that is learned via the same Verbal Behavior that is learned via the same

mechanisms as other behaviormechanisms as other behavior– ReinforcementReinforcement– PunishmentPunishment– A-B-CA-B-C

How is it different?How is it different?

In Verbal Behavior, reinforcement is In Verbal Behavior, reinforcement is mediatedmediated by another person by another person

It is socialIt is social It involves more than one person, not just It involves more than one person, not just

the person and the environmentthe person and the environment

““Behavior” versus “Verbal Behavior” versus “Verbal Behavior”Behavior”

AA BB CC

ThirstThirst Get water Get water from faucetfrom faucet

Drink waterDrink water

ThirstThirst Ask mom Ask mom for waterfor water

Drink waterDrink water

What about this example?What about this example?

AA BB CC

ThirstThirst Pull mom Pull mom to sink and to sink and

crycry

Drink waterDrink water

Skinner’s focusSkinner’s focus

Skinner focused on the development of Skinner focused on the development of expressive behaviorsexpressive behaviors

Expressive behaviors involve the individual Expressive behaviors involve the individual as SPEAKERas SPEAKER

Why is it important in Autism?Why is it important in Autism?

TheoryTheory– Tool for analysisTool for analysis

What’s workingWhat’s working What’s not workingWhat’s not working

Implications for teachingImplications for teaching– Related to core deficitsRelated to core deficits– Emphasis on environmentEmphasis on environment– Focus on functionFocus on function

What do we mean by function?What do we mean by function?

What determines or controls the response or What determines or controls the response or behavior?behavior?– What is the antecedent?What is the antecedent?– What is the consequence?What is the consequence?

What is the form of the response?What is the form of the response?

Briefest descriptions of Skinner’s Briefest descriptions of Skinner’s expressive behaviorsexpressive behaviors

Mand: requestMand: request Tact: labelTact: label Intraverbal: to and fro conversational Intraverbal: to and fro conversational

exchangeexchange Echoic: verbal imitationEchoic: verbal imitation

What is the most important What is the most important element?element?

What controls the speaker’s responseWhat controls the speaker’s response– EchoicEchoic – matches what the person hears – matches what the person hears– MandMand – specifies what the person wants – specifies what the person wants– TactTact – communicates what the person sees, – communicates what the person sees,

hears, tastes, smellshears, tastes, smells– IntraverbalIntraverbal – responds to what person hears & – responds to what person hears &

does not matchdoes not match

Teaching language by functionTeaching language by function

Teaching within a verbal behavior model Teaching within a verbal behavior model addresses EACH verbal operant specificallyaddresses EACH verbal operant specifically

Research has shown that for children with Research has shown that for children with autism, skills do not necessarily transfer autism, skills do not necessarily transfer across functionacross function

Prompts are introduced and faded Prompts are introduced and faded systematically to try to achieve “pure” systematically to try to achieve “pure” operantsoperants

Why is this important in Autism?Why is this important in Autism?

Deficits in all functions of language are commonDeficits in all functions of language are common Manding is important to increase spontaneity and Manding is important to increase spontaneity and

balance other teacher-directed ABA teaching balance other teacher-directed ABA teaching methodsmethods

Intraverbals build reciprocity and the foundation of Intraverbals build reciprocity and the foundation of social interactionssocial interactions

Echoics can address issues of articulation, Echoics can address issues of articulation, intelligibility, and pacingintelligibility, and pacing

Tacting can increase commenting skillsTacting can increase commenting skills

How is this new & different?How is this new & different?

Skinner’s organization of language is based Skinner’s organization of language is based on function rather than formon function rather than form

Teaching addresses function specificallyTeaching addresses function specifically Highlights need to teach each function Highlights need to teach each function

separatelyseparately

Other categories of language Other categories of language important in Natural Environment important in Natural Environment

TrainingTraining

Receptive: following instructions or Receptive: following instructions or complying with the mands of otherscomplying with the mands of others

Imitation: copying someone’s motor Imitation: copying someone’s motor movementsmovements

RFFC: identifying items when given some RFFC: identifying items when given some description (its features, function, or class)description (its features, function, or class)

Expressive and Receptive SkillsExpressive and Receptive Skills

ExpressiveExpressive– EchoicEchoic– MandMand– TactTact– IntraverbalIntraverbal

ReceptiveReceptive– Motor imitationMotor imitation– Receptive identificationReceptive identification– RFFCRFFC

Receptive byReceptive by FeatureFeature FunctionFunction ClassClass

Let’s get specific about MandingLet’s get specific about Manding

A type of verbal behavior where the A type of verbal behavior where the response is controlled by a motivational response is controlled by a motivational variable variable

MandingManding

A Mand names its reinforcerA Mand names its reinforcer A Mand benefits the speaker by satisfying A Mand benefits the speaker by satisfying

EO/MO’s by obtaining specific EO/MO’s by obtaining specific reinforcementreinforcement

A Mand allows the speaker to affect his or A Mand allows the speaker to affect his or her environmenther environment

The importance of MandingThe importance of Manding

Manding skills allow the individual to Manding skills allow the individual to spontaneously request items that are spontaneously request items that are needed and items that are desiredneeded and items that are desired

Manding has traditionally received little Manding has traditionally received little attention in DTI programsattention in DTI programs

The importance of MandingThe importance of Manding

Mand training enables the instructor to know Mand training enables the instructor to know what functions as reinforcementwhat functions as reinforcement

Mand training enables the instructor to Mand training enables the instructor to establish oneself as an agent of establish oneself as an agent of reinforcementreinforcement

MandsMands

Mands can be vocal or nonvocalMands can be vocal or nonvocal All Mands are verbal behaviorAll Mands are verbal behavior

How is Manding taught?How is Manding taught?

Manding is often taught initially through the Manding is often taught initially through the use of Manding sessionsuse of Manding sessions– Free from demandsFree from demands– Exposure to highly preferred itemsExposure to highly preferred items– Enticement with highly preferred itemsEnticement with highly preferred items– Focus on pairing request with access to itemsFocus on pairing request with access to items– Focus on building instructor as an agent of Focus on building instructor as an agent of

reinforcementreinforcement

Other elements of Manding to Other elements of Manding to addressaddress

Complexity of communicationComplexity of communication Eye contact with instructorEye contact with instructor Use of variety of carrier phrases (later)Use of variety of carrier phrases (later)

Benefits of Mand trainingBenefits of Mand training

Teaches requesting skillsTeaches requesting skills Increases learner initiationIncreases learner initiation Builds spontaneityBuilds spontaneity Balances the programmatic focus on Balances the programmatic focus on

responding to SD’sresponding to SD’s Pairs instructor and instructional setting with Pairs instructor and instructional setting with

reinforcementreinforcement

Benefits of Mand trainingBenefits of Mand training

Instructor always knows what will function Instructor always knows what will function as a reinforceras a reinforcer

Decreases challenging behaviorsDecreases challenging behaviors– Appropriate requesting skills reduce the need to Appropriate requesting skills reduce the need to

request through disruptive behaviorsrequest through disruptive behaviors– Appropriate requesting skills reduce learner Appropriate requesting skills reduce learner

frustration (They provide a means of influencing frustration (They provide a means of influencing the environment!)the environment!)

Manding can always be part of the Manding can always be part of the curriculumcurriculum

Manding should be incorporated into work Manding should be incorporated into work sessionssessions

More complex forms of manding should be More complex forms of manding should be included in goals and objectivesincluded in goals and objectives

An analysis of effective manding should be An analysis of effective manding should be ongoingongoing

Data on Manding sessionsData on Manding sessions

Usually track independent Mands and Usually track independent Mands and prompted Mandsprompted Mands– Over time, independent mands should increaseOver time, independent mands should increase

Can develop a goal for the number of Can develop a goal for the number of Mands in a session Mands in a session – As number is achieved, other elements of the As number is achieved, other elements of the

Manding response can be targetedManding response can be targeted

MOST IMPORTANT DATA: Full day mandsMOST IMPORTANT DATA: Full day mands

Why focus on full day manding?Why focus on full day manding?

TRANSFER TO THE NATURAL TRANSFER TO THE NATURAL ENVIRONMENT IS CRITICALY ENVIRONMENT IS CRITICALY IMPORTANTIMPORTANT– Functional mandingFunctional manding– Spontaneous mandsSpontaneous mands– Can still be broken into independent vs. Can still be broken into independent vs.

prompted, if usefulprompted, if useful

Capturing and contriving Capturing and contriving EO’s/MO’sEO’s/MO’s

Capturing an EO involves capitalizing on the Capturing an EO involves capitalizing on the EO as it occurs naturally in the environmentEO as it occurs naturally in the environment

Contriving an EO involves manipulating Contriving an EO involves manipulating some object or event that alters the value of some object or event that alters the value of another object or event as reinforcementanother object or event as reinforcement

Contriving EO’s/MO’sContriving EO’s/MO’s

Blocked ResponseBlocked Response– an action can not be initiated, due to a an action can not be initiated, due to a

missing toolmissing tool eating, drinking implementseating, drinking implements arts and crafts tasksarts and crafts tasks

Interrupted ChainInterrupted Chain– a chained action can not be completed, due a chained action can not be completed, due

to a missing itemto a missing item puzzlespuzzles matching tasksmatching tasks

Manding for Information using Manding for Information using EO’s/MO’sEO’s/MO’s

In these applications, an EO is used to In these applications, an EO is used to make the information reinforcing. The make the information reinforcing. The student can ask…….student can ask…….– The nature of a surprise reward (what?)The nature of a surprise reward (what?)– The location of a reinforcing item (where?)The location of a reinforcing item (where?)– The time a preferred activity will be happening The time a preferred activity will be happening

(when?)(when?)– The person who has the item (who?)The person who has the item (who?)

Manding for helpManding for help

A highly useful skill, especially for A highly useful skill, especially for instructional contexts where teacher instructional contexts where teacher attention is lowerattention is lower

Should be expanded to use of peers Should be expanded to use of peers – How can this be done?How can this be done?

Can be used with a vocal or nonvocal Can be used with a vocal or nonvocal responseresponse

Manding for attentionManding for attention

Can be used with a vocal or nonvocal Can be used with a vocal or nonvocal responseresponse

Has major implications for the reduction of Has major implications for the reduction of challenging behaviorschallenging behaviors

Manding for a breakManding for a break

Tremendous implications for the reduction of Tremendous implications for the reduction of challenging behaviorschallenging behaviors

Can be taught as a vocal or nonvocal Can be taught as a vocal or nonvocal responseresponse

Overuse is not as significant a problem as Overuse is not as significant a problem as instructors fearinstructors fear

Most important messagesMost important messages

ABA includes multiple formal and naturalistic ABA includes multiple formal and naturalistic teaching strategiesteaching strategies

VB is a language classification system and an VB is a language classification system and an ANALYTICAL TOOLANALYTICAL TOOL

Addressing all verbal operants ensures Addressing all verbal operants ensures comprehensive programmingcomprehensive programming– Pacing is important but not the only variable to considerPacing is important but not the only variable to consider– We must attempt more thematic instruction to aid We must attempt more thematic instruction to aid

generalizationgeneralization

Defective and Effective MandingDefective and Effective Manding

What is a functional mand?What is a functional mand?– Reduces negative behaviorReduces negative behavior– Associated with reduced dependence on Associated with reduced dependence on

promptsprompts– Generalizes across people, settings, materialsGeneralizes across people, settings, materials– Can be used to teach new skillsCan be used to teach new skills

Defective and Effective MandingDefective and Effective Manding

Sundberg has discussed the concept of defective Sundberg has discussed the concept of defective manding as a language acquisition barrier (Cosac manding as a language acquisition barrier (Cosac conference, 2004)conference, 2004)

What is a defective mand?What is a defective mand?– Not associated with reduced need for promptsNot associated with reduced need for prompts– Associated with negative behaviorAssociated with negative behavior– Not always linked to an MONot always linked to an MO– Behavior may indicate different desired itemBehavior may indicate different desired item

Why is manding sometimes Why is manding sometimes defective?defective?

No MO in effect for targeted itemNo MO in effect for targeted item– Failure to assessFailure to assess– Failure to varyFailure to vary

Response effort may be too greatResponse effort may be too great May be the wrong promptMay be the wrong prompt

– May be bound to/dependent on certain promptsMay be bound to/dependent on certain prompts

Why else can mand training not Why else can mand training not succeed?succeed?

There may be insufficient practice or inadequate There may be insufficient practice or inadequate generalization of expectationgeneralization of expectation

There may be free access to reinforcersThere may be free access to reinforcers

Negative behavior may function as mandsNegative behavior may function as mands

A single topography may function as a mand A single topography may function as a mand – No need for specific requestNo need for specific request

Why else mand training may not Why else mand training may not succeed?succeed?

A small group of mands may have a strong A small group of mands may have a strong history of reinforcementhistory of reinforcement

Verbal stimulus acquires control and blocks Verbal stimulus acquires control and blocks MO controlMO control– Evokes rote intraverbal responseEvokes rote intraverbal response

One requestOne request Very few requestsVery few requests Repeated requests even when satiatedRepeated requests even when satiated

Reasons for defective manding Reasons for defective manding (continued)(continued)

Scrolling has been reinforcedScrolling has been reinforced Behaviors compete with other MO’sBehaviors compete with other MO’s

– Self-stimulatory behaviorsSelf-stimulatory behaviors

Interventions for defective mandingInterventions for defective manding

Verbal SD has acquired control and blocks MO Verbal SD has acquired control and blocks MO controlcontrol– Choice proceduresChoice procedures– Drop verbal SDDrop verbal SD– Add a non-verbal prompt (e.g., treat box)Add a non-verbal prompt (e.g., treat box)– Add a written promptAdd a written prompt– Add a neutral verbal stimulus (e.g., pick one)Add a neutral verbal stimulus (e.g., pick one)– Intersperse trials of “What do you want?”Intersperse trials of “What do you want?”

An specific ideas for reducing An specific ideas for reducing dependence on verbal SDdependence on verbal SD

Make it a visual taskMake it a visual task Teach sight words for all reinforcersTeach sight words for all reinforcers

– Practice exchange of card for rewardPractice exchange of card for reward

Other ideas for defective mandingOther ideas for defective manding

More preference assessmentsMore preference assessments More variability in what is offered as rewardsMore variability in what is offered as rewards Check response effortCheck response effort Expect manding in all settings one acquiredExpect manding in all settings one acquired Match prompt to learnerMatch prompt to learner Do not reinforce scrollingDo not reinforce scrolling

Other ideas for defective mandingOther ideas for defective manding

Do correspondence checksDo correspondence checks Limit access to reinforcersLimit access to reinforcers Ensure that negative behaviors are not Ensure that negative behaviors are not

treated as mandstreated as mands

Assess for Motivational OperationsAssess for Motivational Operations

Some ways to assess for MO’sSome ways to assess for MO’s– Does the mand occur without verbal or Does the mand occur without verbal or

nonverbal control?nonverbal control?– Is the item selected in free access?Is the item selected in free access?– Is there a short latency to accessing manded Is there a short latency to accessing manded

item?item?– Does the student search for item if made Does the student search for item if made

unavailable?unavailable?

Defective mandingDefective manding

Can occur at any stage of mand trainingCan occur at any stage of mand training Is often not evaluatedIs often not evaluated Completely changes the learner’s Completely changes the learner’s

experienceexperience Impacts negatively on learningImpacts negatively on learning

Why focus on naturalistic Why focus on naturalistic instruction?instruction?

SpontaneitySpontaneity GeneralizabilityGeneralizability Transfer to the natural environmentTransfer to the natural environment

How can we collect data on How can we collect data on naturalistic instruction?naturalistic instruction?

DurationDuration PromptingPrompting LatencyLatency % of opportunities% of opportunities