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Pennsylvania Training and Technical Assistance Network
Systematic School-Based Instruction
of Verbal Behavior to Increase Social-
Communicative Competencies of
Students with Autism
Mike Miklos
Pennsylvania Training and
Technical Support Network
April 2014
Overview of PaTTAN’s Autism Initiative
efforts…
A collaborative effort to expand and provide effective science/evidenced based practices for students with autism in the PA public education/special education system.
Participants:
– Local school agencies and Intermediate Units as direct service providers
– Intermediate Units and Technical Assistance Consultants as partners in delivery of technical and training support
– PaTTAN Autism Initiative
– Parents as partners
• All sites volunteer to participate
• All examples are derived from a Behavioral Practice model (this is not a research presentation.)
• ABAI ED Conference Prezi
Students Eligible for Special Education under
Definition of Autism
4981,317 1,593 1,881 2,281
2,7983,296
4,0394,821
5,889
7,178
8,616
10,315
12,323
14,401
16,705
18,879
21,083
23,405
25,177
0
5000
10000
15000
20000
25000
30000
Growth in Autism by Year as Reported on the PDE December 1 Annual Child Count Ages 3-21
Some Meta-Analyses Supporting the Role
of Behavior Analysis
• National Autism Center Standards Report
• Missouri: ASD Guide to Evidence-based Interventions
• Maine: Interventions for Autism Spectrum Disorders: State of
the Evidence
• North Carolina: Evidence-Based Practices for Children, Youth
and Young Adults with ASD
• New York: Report of the Recommendations - Autism /
Pervasive Developmental Disorders; Assessment and
Intervention for Young Children (Age 0-3 Years)
• National Research Council: Educating Children with Autism
Autism and Effective Interventions
• Educational interventions should be chosen
from sound empirical evidence.
• The meta-analysis reviewing autism
interventions suggest the power of a
behavioral conceptual model in driving
effective interventions.
• This pattern of findings suggests that
treatments from the behavioral literature have
the strongest research support at this time
An Analysis of Verbal Behavior
• Behavioral Interventions are the most
effective conceptual basis for addressing needs
of individuals with ASD
• Key area of deficit in ASD Populations: social
communicative functioning
• A behavioral model for addressing social
communicative needs is likely necessary
Autism Interventions, ABA and Education
• Need for quality services and highly skilled
teachers
• Need for services that address core deficits of
autism (including social-communicative
competencies)
• Need for evidence-based treatment
• Need for services to address a range of
student needs across both general education
and more restricted settings
Data Systems
Assessments VB-MAPP
Program/ Target
Selection
Teaching Procedures
Staff Training/ Treatment Fidelity
Materials Organization
Program Components Fit Together
Verbal Behavior and Instruction
• The primary verbal operants as a starting
point (mand, tact, echoic, intraverbal and
related skills of listener responding, imitation,
match to sample)
• Primary verbal operants taught through
processes including: – Mand training
– Discrete trial instruction
– Natural Environment Training
Characteristics of training primary verbal
operants in IT sessions
• Program and target selection (assessment: VB-MAPP)
• Materials organization
• Intersperse target and maintenance trials
• Teach target through errorless procedures
• Clear error correction procedures
• Pace of instruction
• Attend to instructional control (MO, Schedule of
Reinforcement)
• Video Natalie and Candice
• Scheduling instruction
• Classroom organization video
Mand Training
• Addresses many of the core deficits of autism
– Social initiation
– Communication guided by motivation
– With discrimination training leads to flexible
responding
– Video of mand training
• Mand sequences
– Items, activities, missing items, information, mands
in academic instruction, conversational manding
Instruction in the primary verbal
operants is insufficient to establish
complex verbal repertoires
A note about something commonly
misunderstood about behavior analysis
1. Complex behaviors emitted by competent
humans are rarely shaped bit by bit
2. Most human behavior is not directly shaped
3. Complex behaviors, however, arise from
other response classes that have been shaped
bit by bit
4. Palmer calls the building blocks of complex
behavior “atomic repertoires”
Verbal Atomic Repertoires
• Most of the things we say, we have never said
before
• Most spoken language is the result of having
acquired atomic verbal skills
• Verbal atomic allow repertoires so that
children learn to speak flexibly and
appropriately
Example One
Activity
Example two
• Activity
Some Atomic repertoires
• Imitation (doing what someone else does)
• Echoic (repeating words said to you)
• Tacts (saying the name of things)
• Textual behavior (reading words)
• Transcriptive behavior (copying a text)
How to teach to build complexity
• Teach concepts
– What is a concept? An extended tact
– Multiple exemplars and critical features
• Teach recombination and novel responding
– How you arrange and populate skill tracking sheets is
critical (tacts of actions examples)
– Natural environment teaching
• Directly teach complex skills
– Use of joint control procedures
Target
Date
introduced
Date
Mastered
1
Rolling (Pencil)
2
Rolling (Ball)
3
Rolling (Marker)
4
Rolling (Bottle)
5
Rolling (Glue)
6
Tapping (Pencil)
7
Tapping (Ball)
8
Tapping (Marker)
9
Tapping (Bottle)
10
Tapping (Glue)
11
Spinning (Pencil)
12
Spinning (Ball)
13
Spinning (Marker)
14
Spinning (Bottle)
15
Spinning (Glue)
16
Coloring (Ball)
17
Coloring (Tree)
18
Coloring (Flower)
19
Coloring (Circle)
20
Coloring (Car)
Skill Tracking Sheet
Student Name: _________________ Skill: Tact of Ongoing
Actions
Target
Date
introduced
Date Mastered
1 Rolling Pencil
2 Rolling Ball
3 Rolling Marker
4 Rolling Bottle
5 Rolling Glue
6 Tapping Pencil
7 Tapping Ball
8 Tapping Marker
9 Tapping Bottle
10 Tapping Glue
11 Spinning Pencil
12 Spinning Ball
13 Spinning Marker
14 Spinning Bottle
15 Spinning Glue
16 Coloring Ball
17 Coloring Tree
18 Coloring Flower
19 Coloring Circle
20 Coloring Car
Skill Tracking Sheet Student Name: _________________ Skill: Tact of Verb-Noun Combinations
Target
Date
Introduced
Date
Mastered
1 Pencil: Eraser 2 Point 3 Car: Wheels 4 Wipers 5 Headlights 6 Door 7 Seatbelt 8 Seat 9 Window
10 Trunk 11 Steering wheel 12 Bus: Yellow 13 Wheels 14 Door 15 Windows 16 Stop sign 17 Headlights 18 Wipers 19 Seat 20 Steps 21 Steering wheel 22 Shirt: Sleeves 23 Collar 24 Buttons 25 Tag 26 Pants: Legs 27 Zipper 28 Snap 29 Button 30 Pockets 31 Tag
Target
Date introduced Date Mastered
1 Tell me an animal: Cat
2 Dog
3 Horse
4 Pig
5 Cow
6 Elephant
7 Lion
8 Zebra
9 Sheep
10 Monkey
11 Tell me a food: Pizza
12 Hamburger
13 Hotdog
14 Sandwich
15 Spaghetti
16 Soup
17 Rice
18 Chicken
19 French Fries
20 Eggs
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
Target
Date introduced Date Mastered
1 A cat is a type of: Animal
2 A dog is a type of: Animal
3 A horse is a type of: Animal
4 A pig is a type of: Animal
5 A cow is a type of: Animal
6 A elephant is a type of: Animal
7 A lion is a type of: Animal
8 A zebra is a type of: Animal
9 A sheep is a type of: Animal
10 A monkey is a type of: Animal
11 A pizza is a type of: Food
12 A hamburger is a type of: Food
13 A hot dog is a type of: Food
14 A sandwich is a type of: Food
15 Spaghetti is a type of: Food
16 Soup is a type of: Food
17 Rice is a type of: Food
18 Chicken is a type of: Food
19 French fries are a type of: Food
20 Eggs are a type of: Food
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
Skills Tracking Sheet:
Student Name:_____________ Skill: Tact of Class/Tact of Item by Class
Joint Control
• Joint Control is when several verbal operants
control a response
• Joint control can involve:
– “Talking to oneself” (emitting a “self-echoic” or “tacting”
to oneself)
– Responding that is not unmediated, rather the result of a
conditional discrimination based on an intervening verbal
response
Joint Control
• Usually works by:
– First echoing something that was said, then using
the echoic while tacting/or emitting an intraverbal
as part of a selection response; as the selection is
made an “aha” comment or prosody change is
usually emitted (autoclitic or verbal behavior
about verbal behavior)
Joint Control
• “It is thus a perfectly behavioral instantiation of the
relation between thought and language” (Lowenkron,
1998)
• Video Example of Yes/No tacts or Multiple LR Discrimination
Teacher Says:
Is this a pencil?
Rehearsal: “pencil,
pencil, pencil…”
(covert self-echoic)
(presence
of joint
control)
Teacher Says:
Is this a drum?
Rehearsal: “drum,
drum, drum…”
(covert self-echoic)
“pencil”
(tact)
“YES”
“NO”
CONCEPTUAL ANALYSIS YES/NO TACTS
“pencil”
(covert echoic)
“drum”
(covert echoic)
(descriptive
autoclitic)
(descriptive
autoclitic)
(absence
of joint
control)
To establish effective instruction of
verbal behavior and other skills:
Training, Consultation and Feedback are
necessary
• Competency based
• Modeling; role-playing; and performance
feedback demo
• High rates of responding (Choral responses;
guided notes) demo
• Tied directly to practice requirements
Pre-Implementation Training within PATTAN Autism
Initiative ABA Supports
PaTTAN Autism Initiative
ABA Intensive Training Individual Participant Competency Checklist
Task Criteria Score
1. Tacts verbal Operants
20/minute in a 1-minute timing
Pass No Pass
Check Criteria
Record Correct/ Incorrect below 1 2 3
4 5 6
7 8 9
2. States Errorless protocol Less than 3 second latency/No errors Pass No Pass
3. Demonstrates Errorless protocol Less than 4 second latency/No errors
across all 4 steps Pass No Pass
4. States Error Correction protocol Less than 3 second latency/No errors
Pass No Pass
5. Demonstrates Error correction
protocol
Less than 4 second latency/No errors
across all 5 steps Pass No Pass
Conceptual Competency Scores
Written
Pretest ______ % correct
Posttest
______ % correct
Filled in textual responses sheet
Y N
Oral (posttest only)
Posttest
______ % correct
Responded consistently with
choral/individual responses
Y N
Check all that apply:
Classroom Teacher
Internal Coach
Itinerate Teacher
Speech and Language Pathologist Occupational
Therapist
Behavior Analyst
Administrator
Guidance Counselor
Para-Educator (includes SEA, PCA, etc.
Other (specify):_____________________
Participant Name: ____________________________
Training Dates: ______________________________
Job Title: ___________________________________
School/Site Location: _________________________
Employer: __________________________________
6. Program/data:
Completes skill tracking
sheet based on sample of
cold probe data
Within 5 minutes with 3-4 items listed on
skill tracking sheet Pass No
Pass
7. Program Data: takes
cold probe data and
scores, records and
graphs appropriately
across three hypothetical
days data
Accurately scores 5 cold probe examples
demonstrated by confederates, enters data
correctly on data sheet, notes mastery where
appropriate, graphs accordingly and
completes new probe sheet
Pass No
Pass
8. Demonstrates Mand
transfer trials
States within trial transfer Pass No
Pass Demonstrates within trial transfer
States Second trial transfer
Demonstrates second trial transfer
9. Demonstrates error
correction procedures
and scroll for mand
States Error correction Pass No
Pass
Demonstrates error correction
10. Sets up and Labels a
card sort piles
organization and correct
ratio of presentation
Sets up and labels 4 piles
Pass No
Pass
States ratio presentation for
targets vs. easies
States teaching procedures for
each
States data system where each is
found
11. Demonstrates 4 run-
throughs of intensive
teaching
Minimum of 20 trials with one errorless
trial/ maintain 80/20 mix/ pace of at least 10
trials per minute
Pass No
Pass
Oral Competency Check Out (Score + or - )
1. Reinforcement
Score /8
2. Positive Reinforcement
3. Negative Reinforcement
4. Punishment
5. Discriminative Stimulus Percentage Score for Oral Competency (8
questions)
7 = 88% 6 = 75% 5 = 63% 4 = 50% 3 = 38%
2= 25% 1= 13 %
6. Motivative Operation
7. Extinction
8. VR
IT Transcription:
PaTTAN Autism Initiative
Intermediate and Advanced Verbal Programs for Students with Autism
Individual Participant Competency Checklist
Participant Name: ____________________________
Training Dates: ______________________________
Job Title: ___________________________________
School/Site Location: _________________________
Employer: __________________________________
Conceptual Competency Scores
Written
Pretest ______ % correct Posttest ______ % correct
Filled in textual responses sheet Y N
Oral (posttest only) Posttest ______ % correct Responded consistently with choral/individual
responses Y N
Task Criteria Score
1 Errorless Teaching of Tacting
Actions
States steps in errorless teaching of tacting actions
Demonstrates an errorless teaching of action
while keeping tact of item strong.
2 Error Correction of Tacting
Actions
States steps for correcting tacts of action that do
not involve discrimination
Demonstrates error correction without
discrimination
States steps for correcting tacts of action that
involve discrimination
Demonstrates error correction with discrimination
3 Errorless teaching 2 component
(noun/verb) tacts
States steps in teaching noun-verb tacts Pass No Pass
Demonstrates an errorless teaching trial
sequence for two component tact of
object/action.
Pass No Pass
4 Error correction: Noun-Verb Tact States steps in correcting noun-verb tacts Pass No Pass
Demonstrates an error correction trial of
object/action.
Pass No Pass
5 Errorless teaching of tact of
parts/features
States steps in teaching tacts of parts and
features
Pass No Pass
Demonstrates an errorless teaching of parts and
features while keeping tact of item strong.
Pass No Pass
6 Error correction with contrast for
tact of item/tact of feature
States contrast Error correction procedure for
tact of part/feature
Pass No Pass
Demonstrates contrast Error correction
procedure for tact of part/feature
Pass No Pass
7 Errorless teaching tact of
adjectives
States steps in teaching tacts of adjectives Pass No Pass
Demonstrates an errorless teaching of adjectives
while keeping tact of item strong.
Pass No Pass
8 Errorless teaching tact of
prepositions
States steps in teaching tacts of prepositions Pass No Pass
Demonstrates an errorless teaching of
prepositions while keeping tact of item strong.
Pass No Pass
Oral Competency Check Out (Score + or - )
1. Tact
Score /5
2. Multiple Control
3. Verbal Conditional Discrimination
4. Joint control
5. Concept
Teachers of Students with Autism Benefit from
Effective Consultation
• Consultation provides ongoing support and allows
transparency
• Provides systematic feedback
• Consultation guided by Site Review
• Effective consultation focuses on:
– instructional behavior
– teacher responsiveness to data systems
– analysis of the many variables that can affect student
outcomes
– Motivating teachers and staff
• It helps teachers be aware of when to make changes
Treatment Fidelity
• Instruction, reinforcement systems, and positive
behavior supports programs require staff training
and consistent implementation
• Treatment integrity is critical to successful autism
support programs
• Examples of treatment integrity methods:
– Checklists
– Inter-observer agreement regarding instructional delivery
– Transcription of instructional sessions
– Event recording
Staff Training and Support
• Teaching defined in set procedures (“manualized”)
• Competency based: Results in staff knowing what to do and
demonstrating how to do it.
• Should be efficient (take little time to deliver to produce clear
outcomes that change in staff behavior for the better)
• Effective staff training involves:
– Promoting conceptual understanding
– Clear procedural descriptions/instructions
– Modeling
– Hands-on practice
– Feedback (immediate as well as ongoing…role of treatment fidelity checklists)
• Next slide shows example of competency based training outcomes: PATTAN AI
ABA Supports Intensive Skill Trainings Competency Based Training.
Sample Fidelity Checklist
Intensive Teaching Treatment Fidelity Checklist:
Date: ________ Staff:______________________ Observer:_________________________
YES NO N/A 1. Was instructional area neat and sanitized? 2. Did instructor have all materials needed for instruction organized and ready? 3. Did instructor have a variety of valuable reinforcers available? 4. Did session begin with delivery of reinforcement or an opportunity to mand? 5. Did instructor gradually fade in the demands/tasks presented? 6. Did instructor use fast-paced instruction (no more than 2 seconds between student’s
response and your next instruction)?
7. Did instructor mix and vary instructional demands (no more than 3 of the same
operant/task in a row)?
8. Were easy and difficult tasks interspersed at the appropriate ratio?
9. Easy/hard ratio: ________
10. Did instructor use a natural tone of voice? 11. Did instructor reinforce at set VR schedule?
12. VR:______
13. Did instructor use 0 second delay prompts for teaching targets? 14. Did instructor re-present the instruction followed by a 0 second delay prompt when
errors occurred?
15. Did instructor prompt student if no response occurred within 2 seconds for a previously
mastered item?
16. Were prompted trials followed by a transfer trial, easy trial(s), and a check trial? 17. Did instructor differentially reinforce (better reinforcement) target responses? 18. Did instructor differentially reinforce (better reinforcement) quicker and more
independent responding?
19. If problem behavior occurred, did instructor not remove the demand and follow
through by keeping the demand on?
20. Did instructor deliver less reinforcement following run through’s that required
extinction (keeping demand on)?
_____20=
_____%
trial Transcription of demands/
Responses
Number of
demands
Timing of
trial Feedback
1. (T-p Ttt) I R T√ SR+ 4 12” Remember to repeat your SD
following the error and before
you prompt.
Great job remembering your
transfer trial and check trial!
2. E R T R SR+ 4 8” Nice run through of easy and
quick responses. Also great
example of mixing of the
different operants
3. (Rp Rtt) I R R√ SR+ 4 15” Perfect example of errorless
teaching! Nice job Jeanne
4. T I I (T-p Ttt) R R (T-p Ttt) R T√
SR+
9 22” Need to repeat SD before
prompting. Watch the number
of demands. This run through
would have been better sprit up
by reinforcing Andrew a little
on the first transfer trial and
completing the check on the
next run through. You may
have been able to prevent the
second error due to motivation
to respond remaining higher
with denser reinforcement. His
VR is a 3.
Example of Written Feedback from Transcription
0
10
20
30
40
50
60
Boot Camp No Boot Camp
50.9
28.4
Mean Initial Site Review Score
2011-2012 (N=56 Classes)
0
10
20
30
40
50
60
70
80
90
Boot Camp No Boot Camp
81.8
61.5
Mean Post Site Review Scores
2011-2012
0
10
20
30
40
50
60
Schedule Mand Training Intensive Teaching
59.5
54.8 54.6
16.7
5.5
17.5
Boot Camp
No Boot Camp
Mean Initial Site Review Score in 3
Content Areas Covered 2011-2012
Summary Slide
• Harrisburg Case Study Video
• Thank you!
Resources
• PATTAN Autism Initiative Resource File
– http://webapps.pattan.net/files/PaTTANAutismResour
ces.zip
• PATTAN Website: Video resources
– http://www.pattan.net/Videos/Browse/?topic=3
Or go to Pattan.net; click on videos; then click under
“by topics” in the column on the left the title “Autism”
Selected References
• Adams, G. L., Tallon, R. J., & Rimmel, P. (1980). A comparison of lecture versus role-playing in the training of the use of positive reinforcement. Journal of Organizational Behavior Management, 2, 205-212.
• Alessi, G. (1987). Generative strategies and teaching for generalization. The Analysis of Verbal Behavior: 5, 15–27.
• *Azrin, N. H., Jamner, J. P., & Besalel, V. A. (1989). Student learning as the basis for reinforcement to the instructor. Behavioral Residential Treatment, 4, 159-170.
• Causin, K., Albert, K., Carbone, V. J., &Sweeney-Kerwin, E. (2012) The Role of Joint Control In Teacing Complex Listener Behavior to Children with Autism. Presentation at 33rd Annual Conference of the Berkshire Association for Behavior Analysis
• Carbone, V. (2003). Workshop Series: Teacher Repertoires Necessary to Teach Language and Basic Learner Skills to Children with Autism; Four Important Lines of Research in Teaching Children with Autism.
• Carbone, V. (2004). Invited Address: Clinical Applications of Verbal Behavior Research with Children with Autism. Presentation at the 30th Annual Convention of the Association of Behavior Analysts: Boston, MA
• Carbone, V.J., Morgenstern, B., Zacchin-Terri, G., & Kolberg, L. (2007). The role of the reflexive conditioned motivating operation (CMO-R) during discrete trial instruction of children with autism. Journal of Early Intensive Behavioral Interventions, 4, 658-679.
• Carbone, V. J. (2015) Selected Topics in Behavior Analysis and Teaching Children with Autism. Training Workshop: Harrisburg, PA.
Selected References
• Codding, R. S., Feinberg, A.B., Dunn, E.K., & Pace, G. M. (2005). Effects of immediate performance
feedback on implementation of behavior support plans. Journal of Applied Behavior Analysis, 38, 205-219.
• Cooper, Heron, and Heward. (2007). Applied Behavior Analysis, 2cd Edition, Prentice Hall: Upper
Saddle River, NJ
• Dipuglia, A and Miklos, M. (2014). Instructing Functional Verbal Behavior in Public Schools: Recent
Outcomes from the PATTAN Autism Initiative. Symposium presented at the 40th Annual Convention
of the Association for Behavior Analysis, Chicago, Il
• Donahoe, J. W., & Palmer, D. C. (2004). Learning and complex behavior. Richmond, MA: Ledgetop
Publishing (Originally published in 1994)
• Durcharme, J. M., & Feldman, M. A. (1992). Comparison of staff training strategies to promote
generalized teaching skills. Journal of Applied Behavior Analysis, 25, 165-179.
• Engleman, S. & Carnine, D.W. (1982) Theory of Instruction: Principles and Applications. New York:
Irvinston
• Fleming, R. K., Oliver, J. R., & Bolton, D. M. (1996). Training supervisors to train staff: A case study in a
human service organization. Journal of Organizational Behavior management, 16, 3-25.
• Ford, J. E. (1984). A comparison of three feedback procedures for improving teaching skills. Journal of
Organizational Behavior Management, 6, 65-77.
• Greenwood, C. R., Delquadri, J. C., & Hall, R. V. (1984). Opportunity to respond and student academic
achievement. In W. L. Heward, T. E. Heron, D. S. Hill, & J. Trap-Porter (Eds.), Focus on behavior
analysis in education (pp. 58-88). Columbus, OH: Merrill.
Selected References
• Jones, F. H., & Eimers, R. C. (1975). Role playing to train elementary teachers to use a
classroom management skill package." Journal of Applied Behavior Analysis,8, 421-433.
• Keller, F. (1968). "Goodbye teacher..." Journal of Applied Behavior Analysis, 1, 79-89
• Krumhus, K. M., & Malott, R. W. (1980). The effects of modeling and immediate and delayed
feedback in staff training. Journal of Organizational Behavior Management, 2, 279-293.
• Luiselli, J.K., Russo, D.C., Christian, W.P., Wilczynski, S.M. (2008). Effective Practices for
Children with Autism. Oxford University Press, Inc., NY
• Layng, T.V. J. (2012) Analyzing and Teaching Concepts to Higher Functioning Children.
Conference presentation: 2012 National Autism Conference, State College, PA
• Maine Department of Health and Human Services and Maine Department of Education.
(2009). Interventions for Autism Spectrum Disorders: State of the Evidence. Report of the
Children’s Services Evidence-Based Practice Advisory Committee
• Michael, J. (1988). Establishing operations and the mand. The Analysis of Verbal Behavior, 6, 3-
9.
• Michael, J., Palmer, D. C., & Sundberg, M. L. (2011). The multiple control of verbal behavior.
The Analysis of Verbal Behavior, 27, 3-22.
Selected References
• Miklos, M. & Dipuglia, A. (2009) Mand training within the Pennsylvania Verbal Behavior Project: a training manual. Pennsylvania Training and Technical Assistance Network: Harrisburg, PA.
• Miklos, M., Dipuglia, A., & Galbraith, W. A. (2010, May). Changes in student performance: Case studies in verbal behavior within a large-scale public school project. Symposium presented at the 36th Annual Convention of the Association for Behavior Analysis, San Antonio, TX.
• Missouri Autism Guidelines Initiative (2012.) Autism Spectrum Disorders: A guide to evidence based interventions. Missouri Foundation for Health: St. Louis and Springfiled, MO.
• National Autism Center (2009). National Standards Project, Findings, and Conclusions, Addressing the need for evidence-based practice guidelines for autism spectrum disorders. National Autism Center: Randolph, MA
• National Research Council (2001). Educating Children with Autism. National Academy Press: Washington, DC
• Neef, N. A., Walters, J., & Egel, A. L. (1984). Establishing generative yes/no responses in developmentally disabled children. Journal of Applied Behavior Analysis, 17, 453-460.
• O’Hanlon, J. and Mortensen, L. 1980. “Making Teacher Evaluation work.” Journal of Higher Education, 51, 664-72
• Palmer 2012 The role of atomic repertoires in complex behavior. The Behavior Analyst, Spring; 35(1): 59–73
• Partington, J.W. & Sundberg, M.L . (1998). The assessment of basic language and learning skills. Behavior Analysts, Inc., California
• Pennsylvania Department of Education (2012). Annual child count data: 1993-2013. Harrisburg, PA: DOE.
Selected References
• Sautter, R. A. , & LeBlanc, L. A. ( 2006.) Empirical applications of Skinner’s analysis of verbal behavior with humans. The Analysis of Verbal Behavior: 22, 35-48.
• Skinner, B.F. (1957). Verbal Behavior. New York: Appleton-Century.
• Sundberg, M. L. (2005). A behavioral analysis of motivation and its relation to mand training. In L. W. Williams (Ed.). Development disabilities: Etiology, assessment and intervention.
• Sundberg, M. L., & Michael, J. (2001). The Benefits of Skinner’s analysis of verbal behavior for teaching children with autism. Behavior Modification, 25, 698-724.
• Sundberg M.L. (2008)The verbal behavior milestones assessment and placement program: The VB-MAPP. Concord, CA: AVB Press.
• Sundberg, M. L., & Sundberg, C. A. (2011). Intraverbal behavior and verbal conditional discriminations in typically developing children and children with autism. The Analysis of Verbal Behavior: 27, 23–43.
• Tu, J. C. (2006). The role of joint control in the manded selection responses of both vocal and non-vocal children with autism. The Analysis of Verbal Behavior, 22, 191-207.
• Wolery, M., Bailey, D. B., & Sugai, G. M. (1988). Effective teaching: Principles of applied behavior analysis with exceptional students. Boston: Allyn & Bacon
• Wong, C., Odom, S. L., Hume, K., Cox, A. W., Fettig, A., Kucharczyk, S., Brock, M. E., Plavnik, J. B., Fluery, V. P., & Schultz, T. R. (2014). Evidence based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorders. Chapel Hill: University of North Carolina Frank Porter Graham Child Development Center.
Contact Information www.pattan.net
Mike Miklos
Amiris Dipuglia
Commonwealth of Pennsylvania
TomWolfe , Governor
Pennsylvania Department of Education
Pedro Rivera. Acting Secretary
Patricia Hozella, Director
Bureau of Special Education
