Autism Programs Fall In-Service

DevelopinganEducationalProgram
forChildrenwithAutism
MarkL.Sundberg,Ph.D.,BCBA
www.marksundberg.com
ElementsofanEducationalProgramfor
ChildrenwithAutism
Assessmentofachildsneeds
Identificationofanindividualizedprogram(IEP)
Constructinganindividualizedcurriculum
Developinganinterventionprogram
Measuringprogress(Datacollection)
Ongoinganalysisandadjustment
ElementsofanEducationalProgramfor
ChildrenwithAutism
Classroomdesign/dailyschedule
Creatingalanguageandsocialskillseducational
environment
Behaviorproblems
Stafftraining
Parenttraining
Integration/inclusion
AssessmentofanIndividual
ChildsNeeds
Whatexactlyisitthatachildwithautismneedstolearn,andin
whatorder?
Theneedforaconceptualframeworktoguideassessment(and
intervention)
Lotsofchoices,confusing,toomany,noresearch,lotsofmoney,
(currentlyontheinternet,thereare406differenttreatmentsfor
autism,Romanczyk,2007)
BehaviorAnalysis(BehavioralPsychology)providesan
evidencedbasedfoundationforunderstandingtheissuesaffecting
childrenwithautism,andforguidinginterventionprograms
FourPowerfulToolsforChildren
withAutism
1)Thebasicteachingproceduresthatformthe
foundationofAppliedBehaviorAnalysis(or
BehaviorModification,DTT,ITT,etc.)
2)Thefunctionalanalysisofbehavior(ABC),or
behavioranalysis
3)Skinnersfunctionalanalysisofverbalbehavior
(e.g.,mands,tacts,intraverbals)
4)Signlanguage(andtoalesserdegreePECS)
AssessmentofanIndividual
ChildsNeeds
Ourfirsttaskistoidentifytheexistingskillsofeachchildin
theclassroom
Ournexttaskistoidentifythelanguage,social,behavioral,
andlearningbarriersthatarepreventingmorerapidlearning
Thefailuretoconductanappropriateassessmentresultsin
oneofthebiggestproblemsinprogramsthatservechildren
withautism:Aninappropriatecurriculum
Weneedatoolthatiseasytouseandwillprovideteachers,
parents,andstaffwiththenecessaryinformationtodevelop
anappropriateinterventionprogram
TheImportanceofLanguageand
SocialBehavior
Theprimaryfocusofaninterventionprogramfor
childrenwithautismshouldbeonthedevelopmentof
effectivelanguageandsocialskills
Thereclearlyareseveralotherareas,suchasplay
skills,visualmotorskills,fineandgrossmotor,etc.,
butlanguageandsocialskillsaretypicallythemost
significantdeficitsforchildrenwithautism,and
carefultrainingisthekeytothemostsignificantgains
WhatisLanguage?
Howdowetalkaboutit?
Howdowemeasureit?
Whatareitsparts?
Howdoweassessit?
Howdoweteachit?
Whattheoryoflanguageshouldweusefor
childrenwithautism?
ABehavioralApproach
toAutismTreatment
Behavioralpsychologyhasalottoofferthosewhoworkwith
childrenwithautism
Basicteachingproceduresandmethodologyderivedfrom
AppliedBehaviorAnalysis(Bmod,ABA,DTT)
Theseproceduresandmethodshaveasolidresearch
foundationthatcanbeeasilyfoundinover1500empirical
studiesthathavebeenconductedoverthepast60years
BehavioralProcedures
Reinforcement
Prompting
Fading
Modeling
Shaping
Chaining
Pairing
Differentialreinforcementprocedures(e.g.,DRO,DRI,DRL)
Intermittentreinforcementprocedures(e.g.,FR,VR,FI,VI)
BehavioralProcedures
Extinctionprocedures(e.g.,plannedignoring)
Punishmentprocedures(e.g.,reprimands,timeout)
Generalizationandmaintenance
Discriminationtraining
Errorlesslearning
Transferofstimuluscontrol
Taskanalysis
Fluencyprocedures
Contingencycontracting
Tokeneconomies
AdditionalBehavioral
ProceduresandMethods
Individualizedassessmentandinterventionprogram
Frequentopportunitiestorespond
Useofdiscretetrialteachingprocedures
Incidental&naturalenvironmentteachingprocedures
Datacollection
Interspersaltechniques
Behavioralmomentumtechniques
Independentandpeerplaytraining
Socialinteractiontraining
Parentandstafftraininginbehavioranalysis
Functionalanalysesofproblembehavior(Iwata,etal.1982)
Shaping
Thedifferentialreinforcementofsuccessive
approximationstoatargetbehavior
Taskanalysis(smallsteps)
Changingcriteria
TheValueofBehaviorAnalysis
forChildrenWithAutism
Whatelsedoesbehavioralpsychologyhavetooffer?
Inadditiontotheuseofspecificprocedures(e.g.,prompting,
fading,anddifferentialreinforcement),asecondandcritical
contributionofbehavioralpsychologyinvolvestheanalysisof
thecausesofbehavior
Forexample,afunctionalanalysis(antecedentbehavior
consequence)isapowerfultoolforidentifyingthecausesof
problembehavior
BehavioralPsychology:
Thethreetermcontingency(AnABCanalysis)
AntecedentBehaviorConsequence
Comeinsiderunsaway
delaytocomingin
&beingchased
TheValueofBehaviorAnalysis
forChildrenWithAutism
Whatelsecanabehavioralapproachoffer?
SkinnersanalysisoflanguagefoundinthebookVerbalBehavior
(Skinner,1957)
Languageislearnedbehaviorunderthefunctionalcontrolof
environmentalvariables(Skinner,1957),justlikeatantrum
ThesamebehavioralprinciplespioneeredbySkinnerthatprovide
thefoundationofdiscretetrialtraining(DDT),appliedbehavior
analysis(ABA),naturalenvironmenttraining(NET),pivotal
responsetraining(PRT),etc.,alsoprovidethefoundationfor
Skinnersanalysisoflanguage
TheBehavioralClassification
ofLanguage
Skinner(1957)callsthiscollectionoflanguageskillsThe
ElementaryVerbalOperants(e.g.,mand,tact,echoic,intraverbal,
textual)
Theelementaryverbaloperantsareseparaterepertoiresand
functionallyindependentatthetimeofacquisition,andeachmustbe
taught
Speakerandlistenerskillsareseparaterepertoiresandeachmustbe
taught
Morecomplexlanguage,suchasconversationsandlanguagerelatedto
socialskills,iscomprisedofthesebasicelements
VerbalBehaviorMilestonesAssessment
andPlacementProgram:
TheVBMAPP
BasedonSkinners(1957)analysisofverbalbehavior
Basedontypicallanguagedevelopmentmilestones
By identifying milestones, as opposed to a task analysis of
individual skills, the focus can be sharper, and the direction clearer
Fieldtestdatafromapproximately75typicallydevelopingchildren
Fieldtestdatafromover150childrenwithautism
Basedonthebodyofempiricalresearchthatprovidesthe
foundationofBehaviorAnalysis
BasedontheempiricalresearchonSkinnersanalysisofverbal
behavior
TheVBMAPP
TherearefourcomponentsoftheVBMAPP
TheVBMAPP:SkillsAssessmentcontains165verbalbehavior
milestonesacross3developmentallevels(018mos.,1830mos.,30
48mos.)and16differentverbaloperantsandrelatedskills
TheVBMAPP:SkillsTaskAnalysisprovidesafurtherbreakdown
ofthedifferentskillareasintheformofachecklistforskillstracking
TheVBMAPP:BarriersAssessmentexamines22common
learningandlanguagebarriersfacedbychildrenwithautism
TheVBMAPP:IEPGoalsprovidesover200IEPobjectives
directlylinkedtotheskillsandbarriersassessments,andverbal
behaviorinterventionprogram(Sundberg,inpreparation)
TheVBMAPPSkillsAssessment
The assessment is designed to identify the childs existing language

and related skills
An assessment should probe a representative sample of a repertoire
Typical verbal milestones can provide the frame for the sample
Typical verbal milestones can help to avoid focusing on only minor
steps
Typical verbal milestones can help to avoid targeting skills for
intervention that are developmentally inappropriate
IEP goals can match the milestones, not individual skills
The 16 skills assessed on the VB-MAPP include:

The elementary verbal operants (e.g., echoic, imitation, mand, tact,
intraverbal)
The listener skills
Vocal output
Play and social skills
Visualperceptualskills,andmatchingtosample
Grammaticalandsyntacticalskills
Groupandclassroomskills
Beginning academic skills
The milestones are broken into three developmental levels (see Skills Form)
Level 1: 0-18 months
Thescoresforeachskillareapproximatelybalancedacrosseachlevel
Thereare5itemsand5possiblepointsforeachskillarea(e.g.,level1,tact)
Therearethreeboxesinallsectionsforthreeseparateadministrations
(SeeTactAssessmentFormSample)
Eachofthe165itemsisscored0,1,or1/2basedonthecriteriainthe
VBMAPPinstructionmanual
Lookingfortheoperantlevel;Iftheskillisbelowtheoperantlevelscore
quicklyandmoveon,ifitisclosetotheoperantlevel,testit
VBMAPPLevel1:Tact
Thetotalforthefiveitemsismarkedonthetopofeachskillarea
Thetotalsforeachskillareaareaddedforallthreelevelsandplacedonthe
VBMAPPScoringForm
There are three sub-tests:
Echoic
Listener Responding by Function, Feature, and Class (LRFFC)
Intraverbal
The total score on the sub-test is converted to a milestone score on the VBMAPP forms
The items on these sub-tests, as well as the VB-MAPP in general, have been
adjusted many times based on the field-test data (See VB-MAPP
Assessment Forms)
VB-MAPP samples
VBMAPPSfor
TypicallyDevelopingChildren
LisaHale
MarkL.Sundberg
RikkiRoden
CarlT.Sundberg
CindyA.Sundberg
VBMAPPsfor
ChildrenwithAutism
MarkL.Sundberg
CarlT.Sundberg
ShannonRosenhan
ShannonMontano
KaisaWeathers
SkillsTaskAnalysis
The milestones can be considered floors in a building,

and the task analysis contains the steps between each
floor
There are 165 milestones and approximately 600 total
tasks in the VB-MAPP task analysis
The task analysis form also allows for more detailed skills
tracking
TheVBMAPPBarriersAssessment
Itisimportanttofindoutwhatachildcando(TheVBMAPPSkills
Assessment),butalsoimportanttoknowwhattheycantdo,andanalyzewhy
theycantdoit
The VBMAPPBarriersAssessment is a tool that is designed to identify and
score 22 different learning and language acquisition barriers
Once a specific barrier has been identified, a more detailed descriptive and/or
functional analysis of that problem is required
There are many ways that a verbal repertoire or related skill can become
defective, and an individualized analysis will be necessary to determine what the
nature of the problem is for a specific child, and what intervention program
might be appropriate
CommonLearningandLanguageAcquisitionBarriers
Instructionalcontrol(Escape/avoidance)
Behaviorproblems
Defectivemand
Defectivetact
Defectivemotorimitation
Defectiveechoic(e.g.,echolalia)
Defectivematchingtosample
Defectivelistenerrepertoires(e.g.,LD,LRFFC)
Defectiveintraverbal
Defectiveplayandsocialskills
Promptdependent,longlatencies
Scrollingresponses
Defectivescanningskills
Failuretomakeconditionaldiscriminations(CDs)
Failuretogeneralize
WeakoratypicalMOs
ResponserequirementsweakenstheMO
Selfstimulation
Articulationproblems
Obsessivecompulsivebehavior
Reinforcementdependent
Doesnotattendtopeople/materials
ScoringtheVBMAPPBarriersForm
Rate the child on the VB-MAPP Barriers Assessment Form using a Likert-type scale of 1
to 5
A score of 1 or 2 would indicate that there are no significant barriers, and a formal
intervention plan may not be required.
A score of 3, 4, or 5 would indicate that there is a barrier, that probably should be
addressed as part of the intervention program
For some children the immediate focus of the intervention program is on removing a
particular barrier, rather than language instruction
The most common immediate barriers to remove involve instructional control problems,
or other behavior problems
DefectiveVerbalBehavior
Adescriptivefunctionalanalysisofverbalbehavior(Skinner,Chap1)
Abehavioralanalysisofwords,phrases,andsentencesemittedbychildrenwith
autism
Samebasicprinciplesofbehaviorasnonverbalbehavior
Whatisthesourceofcontrol?
Thesesourcesofcontrolwilloftenrevealthatwhatappearstobeacorrectresponse
informisactuallyincorrectinfunction
Mightnotbethesamesourceofcontrolobservedinatypicallydevelopingchild
(e.g.,Ihavearedshirton)
Eachverbaloperantcanbesusceptibletounwantedsourcesofcontrol
DefectiveVerbalBehavior
Defectivemands(Iwantcandy.Whatsthat?)
Defectivetacts(Bounceball,Blackcar,Undertable)
Defectiveintraverbalresponses(PoopiesevokedbyWhatdoyousmellinthe
oven?)
Thebehavioranalystmustdeterminewhatthecorrectsourceofcontrolshould
be,andhowthatsourcecanbeestablished
Thefunctionalanalysisofverbalbehaviorisongoing
Thefailuretoconductsuchananalysismayresultinroteordefectiveverbal
repertoiresthatcanbecomedifficulttochange
Thisishowbehavioranalysisisdifferent,thisiswhatwedo
AnAnalysisofaDefectiveMandRepertoire
Asubstantialnumberofchildrenwithautismhaveanabsent,weak,ordefectivemand
repertoire
Manyofthesesamechildrenhaveextensivetactandlistenerskills,aswellasother
elevatedscoresontheVBMAPPSkillsassessment
Often,underthesecircumstancesitisnotuncommontoseethechildengageinatantrum
orsomeotherformofnegativebehaviorasamand
AwordacquiredunderSDcontrolmaynotautomaticallytransfertoMOcontrol
ThisdistinctionbetweenSDandMOantecedentcontrolisnotsystematically
incorporatedintomanyofthepopularlanguageassessmentandinterventionprograms
designedforchildrenwithautism
Therearemanypotentialcausesofadefectivemandrepertoireandafunctionalanalysis
isnecessarytodeterminethecauseforanindividualchild
Potentialcausesofanabsent,weak,ordefectivemandrepertoire.
Mandtrainingisnotpartofthechildsearlylanguagetraininghistory
Thetargetresponseformistoodifficultforthechild
Whenachildhasnoorlimitedvocalbehavior,signlanguageorPECShasnotbeentried
TheresponserequirementistoohighandweakenstherelevantMO
ThereisnocurrentMOineffectfortargeteditem(e.g.,satiation,weaktobeginwith)
Theresponseispromptboundbyphysical,echoic,imitative,orverbalstimuli
AnonverbalstimulusacquirescontroloftheresponseandblocksMOcontrol
AverbalstimulusacquirescontroloftheresponseandblocksMOcontrol
Motivation(MO)doesnotcontroltheresponseform
Potentialcausesofanabsent,weak,ordefectivemandrepertoire
ThechildhasweakMOsingeneral
Freeorcheapaccesstoreinforcerswithoutmanding
SelfstimulationorobsessivebehaviorscompetewithotherMOs
Asmallgroupofmandshasastronghistoryofreinforcement(e.g.,cookies,juice,
Skittles)
Thereisalimitedavailabilityofestablishedimitativeorechoicresponses
NovariationincapturedorcontrivedMOs
Negativebehaviorfunctionsasmands
Inappropriatemandsbecometoostrongandareintermittentlyreinforced
Thecurriculumispoorlysequenced
Fadingouttheobject/nonverbalstimulustoosoon
Potentialcausesofanabsent,weak,ordefectivemandrepertoire
Asingleresponsetopographyfunctionsasthemand(e.g.,more,please,that)
Cantestablishdifferentialresponsetopographies
Scrollinggetsreinforced
Notenoughmandtrialsareprovidedeachday
Pooraudiencecontrol
Mandsonlyrequiredandreinforcedinspecificsetting
Generalizationtrainingisnotprovided
Verbalinformationdoesnotfunctionasreinforcementforthechild
Mandingdoesnotcomeunderthecontrolofnaturalcontingencies
Ahistoryofpunishmentforattemptsatmanding
VerbalBehaviorMilestonesAssessmentand
PlacementProgram:
Potentialcausesofscrolling
Responsesthatarefirsttrainedarenotcompletelyacquired(weakSDcontrol)
Failuretoidentifythatscrollingisoccurring
TheresponseisactuallyunderaspecifictypeofpromptratherthanthetargetSD
Theamountofdiscriminationtrainingisinsufficient
Newwords/signsareaddedtooquickly
Scrollinggetsintermittentlyreinforced
Newstimuliandnewresponsesaretoosimilar
Formands,newMOsandspecificreinforcementaresimilartotheearlierones
Maintenanceandgeneralizationtrialsareinsufficient
Failuretoreinforcefirstwrongresponseevokesthenextresponse
Curriculumisoutofsequence
Scrollingislessworkthandiscriminating
Instructional control/non-compliance (escape and avoidance)
Many children with autism have learned to emit a variety of negative and disruptive
behaviors to avoid or terminate demands placed upon them (CMO-R)
These behaviors range from mild behaviors such as looking away or not responding, to
severe aggressive and self-injurious behaviors
However, the function of the behaviors is often the same: to escape from doing things
they dont want to do (e.g., hair brushing, car seats, instructional demands), or any stimuli
that indicate that unwanted things or activities are coming (avoidance) (e.g., bedtime,
turning off the TV, table tasks)
These types of behaviors are common in typically developing children, but can become
quite severe for a child with autism
Thereareanumberofpotentialcausesforinstructionalcontrolproblems.Itisthejobof
thebehavioranalystconductadescriptiveand/orfunctionalanalysistodeterminethe
specificcauseforeachindividualchild
Potentialcausesofnoncompliantbehaviors
Avoidanceorescapeofthedemandis(negatively)reinforced(notfollowedthrough)
Thechildhasalonghistoryofsuccessfulavoidanceandescapebehavior
Extinctionburstsarereinforced
Intermittentreinforcementdevelopspersistence
Positivereinforcementalsofollowsthenegativebehaviors
Notenoughreinforcementisprovidedforcompliance
Effectivereinforcersarenotidentified,ortheycannotcompetewithnegativereinforcement
Thedemandistoohigh(e.g.,taskexpectationsandcurriculumissues)
Thedemandsareunclearorvague
Thedemandrequirethatthechildgiveuppowerfulreinforcers
Thedemandsareintheformofthreats(coercive)
Thestepstosuccessfulcompliancearetoolarge
Theinterventionprogramisinconsistent
AnAnalysisofaDefectiveTactRepertoire
Thetactrepertoireislesssusceptibletobecomingdefectivethanthemandorintraverbal,duein
part,tothenatureofthecontrollingvariablesforthetact
Nonverbalstimuluscontrolismoremeasurableandaccessible,andingeneral,muchclearerthan
motivationalcontrol(mand),andverbalstimuluscontrol(intraverbal)
Itisoftenthecasethatthewrongnonverbalstimulusacquirescontrolofatact
Forexample,whenteachingtactsrelatedtoverbs,thegoalisthatthespecificmovingnonverbal
stimulusevokesaspecificresponse,nottheobjectrelatedtothemovement
Somechildrenlearntoemitawordthatisaverbinformbutnotinfunction,asintheresponse
Drinkingjuicewhenjustshownacup,orThrowingballwhenshownaball
Similarproblemscanbeobservedineffortstoteachtactsrelatedtoprepositionsandadjectives(e.g.,
aboveandbelow,bigandlittle)
Goneunchecked,thesetactingerrorscanbedifficulttochangeandcanbecomethesourceofother
verbalproblemslaterintraining,suchasintraverbalroteresponding
Somecommoncausesofanabsent,weak,ordefectivetactrepertoire
Alimitedamountofformaltacttraininghasbeenprovided
Otherbarrierssuchasinstructionalcontroldominatetheeducationalactivities
Articulationisunintelligible,andaugmentativecommunicationhasnotbeentried
Tactingispromptboundbyechoic,imitative,orotherSDs(e.g.,lipprompts)
Scrollingthroughtargetedtactsgetsreinforced
Singleresponsetactshavebeenoverconditioned
LimitedtrainingwithmultipleSDsandmultipleresponsetacting
Thewrongsourceofcontrolisestablished(e.g.,tactingverbsoremotionsfrompictures)
Somecommoncausesofanabsent,weak,ordefectivetactrepertoire
Failuretoanalyzecomplexitiesoftactsinvolvingprepositions,pronouns,
adjectives,privateevents,socialbehavior,etc.
VerbalstimulidonotestablishafeatureofnonverbalstimuliasanS D(IV/Tact
combo)
Poorlysequencedcurriculum
Generalizationtrainingisnotprovided(stimulusandresponseclasses)
Nospontaneoustactingduetoadditionalpromptsintraining(S Deffect)
Nospontaneoustactingduetoaversivevariablespresentintraining(MO
Reflexive)
Tactingnotreinforcedbynaturalorautomaticcontingencies
Thechildhasapunishmenthistoryfortacting
Excessiveorinappropriatetactinggetsreinforced
AnAnalysisofaDefectiveIntraverbalRepertoire
Intraverbalbehaviorismostpronetobecomingroteforchildrenwithautism
Thetaskofdirectlyteachingintraverbalbehavioriscomplicatedandendless
Earlyintraverbaltrainingisprettystraightforward,butby34yearsofage,atypical
childacquires1000sofdifferentintraverbalrelations
Mostadultshavehundredsofthousandsofdifferentintraverbalrelationsasapartof
theirverbalrepertoires(e.g.,newspaper,books,theinternet)
Contactwiththeseverbalstimulicanevokenumerousintraverbalresponses,suchas
discussionsofthefacts(e.g.,globalwarming,autism,SDvs.theMO)
Thenumberofdifferentintraverbalrelationsfaroutnumbersthenumberofdifferent
mandsandtacts.Thefrequencyofmandsmaybegreaterthanintraverbals,butoftenthe
mandsarerelatedtoarelativelysmallsetofMOs
Languagewouldbesimpleifaverbalrepertoirewaslikeapassengerlistonashipor
plane(Skinner,1957)
Manychildrenwithautismhaveagreatdealofdifficultyacquiringmeaningfulintraverbalbehavior.
Somehaveacquired100softactsandLDs,butfailtoacquiremorethanafewsimpleintraverbal
relations
Tacting,imitation,echoic,matching,LDs,textual,andtranscriptivehaveadegreeofsamenessthat
maycomeeasierforchildrenwithautismthanintraverbalbehavior
Notonlyaretheantecedentsfortheserepertoiresmoreconsistentandclearer,butalsotheresponse
isfrequentlythesame(AspoonisusuallySpoon,2isalwaysTwo)
Intraverbalrelations,bytheirverynature,involveconstantlychangingSDsandresponses
Forexample,atreeisalwaysatreeforechoic,tacting,matching,etc.,butthediscussionabouttrees
canbecomprisedofhundreds,ifnotthousands,ofdifferentintraverbalrelations
Furthermore,thediscussionabouttreesmayneveroccurexactlythesamewayeachtime
However,thistypeofdefectiveintraverbalbehaviorisnotuncommonforsomehighfunctioning
individualswithautism,andespeciallythosewithAspergers
VerbalSDsareusuallymuchmorecomplicatedthanthenonverbalSDs
VerbalSDsusuallycontainmultiplecomponents,occurringinabrieftimeframe
MultiplewordsasSDsalmostalwaysinvolveverbalconditionaldiscriminations
Vocalverbalstimuliaretransitory,nonverbalstimulitendtobemorestatic
AttendingtoverbalSDsisoftenmorelaboriousthanattendingtononverbalSDs
Visualstimulimayblocktheestablishmentofcontrolbyverbalstimuli
Manywordsthatarenotclearlyevokedbyacorrespondingnonverbalstimulus(e.g.,the,
a,cant,usually,if,its,for,of,anyway,whatever)butformtheVCDs
IVresponsesaretypicallymorecomplexthanresponsesassociatedwithtacts
TheMLUofatacttendstobemuchshorterthantheMLUforanintraverbal
Thereisoftenonlysomuchthatcanbesaidaboutaspecificnonverbalstimulus(e.g.,
thetactbikevs,IVstoryaboutabike)
Thetactresponseisoftenshapedtoincludeonlythesalientinformation
Somecommoncausesofanabsent,weak,ordefectiveintraverbalrepertoire
Thechildhasnotreceivedformalintraverbaltraining
Thechildisgiventraining,butitstooearlytofocusonintraverbals
Thechildsechoicrepertoireistoostrong(echolalia)
Nonverbalstimulicontrolresponseform(tactpromptbound)
MOscontrolresponseforms(strongIVsonfavoritetopics)
Theintraverbalcurriculumisoutofdevelopmentalandbehavioralsequence
Roteintraverbalresponseshavebeenfirmlyestablishedduetoconditioninghistory
OutofcontextorirrelevantintraverbaltrainingmayestablishoddformsofIVbehavior
Singleverbalstimuliandsingleverbalresponseshavebeenoverconditioned
Somecommoncausesofanabsent,weak,ordefectiveintraverbalrepertoire
Thespecifictargetresponsesarenotinthechildsrepertoireastacts,LDs,orLRFFCs
Thechilddoesnotattendtomultipleverbalstimuli(Sdeltas)
Thechilddoesnothavesufficienttrainingonverbalconditionaldiscriminations
Verbalstimulusclasseshavenotbeenestablished
Verbalresponseclasseshavenotbeenestablished
Pooraudiencecontrol
NoautomaticreinforcementforIVbehavior
Apunishmenthistoryforintraverbalbehavior
Anextinctionhistoryforintraverbalbehavior
AnAnalysisofaDefectiveListenerRepertoire
Thebehaviorofthelistenerinvolvesseveralindependentrepertoires
Thelistenerasanaudiencefortheverbalbehaviorofothers
Thelistenersnonverbalbehaviorevokedbythewordsofothers
Thelistenerscovertverbalbehaviorevokedbythewordsofothers(thispartisactually
speakerbehavior,butcommonlyanderroneouslyreferredtoaslistener,orreceptive,
behavior.
SomeCommonCausesofanAbsent,Weak,or
DefectiveListenerRepertoire
Thespeechofothersdoesnotfunctionasaconditionedreinforcer
ThespeechofothersdoesnotfunctionasanSDforattending
Thechilddoesnotreinforcetheverbalbehaviorofothers
Thechilddoesnotmediatereinforcementfortheverbalbehaviorofothers
ThechildhasnotbecomeanSDforcertainverbalbehaviorfromothers
Thechildhasnotreceivedformallistenertraining
Scrollinggetreinforcedinlistenertraining
Inadvertentpromptscontrolcorrectresponses(eyegazes,position,handplacement)
Thechildhasaweakconditionaldiscriminationrepertoire
Verbalstimulidoesnotevokescanning(orattendingtothearray)
Thechildhasbeenoverconditionedwithlimitedarray
Thechildhasbeenoverconditionedwithsinglestimulusandsingleresponse
Generalizationtraininghasnotprovided(stimulusandresponseclasses)
Thechildstimswiththematerials
NoLRFFCtraininghasbeenprovided
Somecommoncausesofanabsent,weak,ordefectivevisualperceptionand
matchingtosamplerepertoire
Thechildmayhavesometypeofvisionimpairment
Thechildhasnotreceivedformaltrainingonvisualdiscriminationtasks
Adultshavepoorinstructionalcontrol
Thechildstimswithmaterials
Thetargetedvisualtasksareoutofdevelopmentalsequence(curriculum)
Thechildispromptboundbyposition,bodymovement,eyeorpointing
prompts,etc.
Thereisareinforcementhistoryforpositionpreference,orspecificresponse
patterns
Scrollingbehaviorgetsreinforced
AverbalconsequencelikeNoisreallyanSDtopickanotheritem
Somecommoncausesofanabsent,weak,ordefectivevisualperceptionand
matchingtosamplerepertoire
Ifnoreinforcementisprovidedforfirstselection,thechildquicklyselectsanotheritem
Thereisafailuretoscanvisualarraysandcomparisonsefficiently
Thereisafailuretomakeconditionaldiscriminations
Overconditioningwithasmallarray(limitedarrayvariation)
Thetaskistooeasybecausethecomparisonstimuliareverydifferentfromeachother
Limitedtrainingwithlargearrays,scenes,andarraysinthenaturalenvironment
Limitedtrainingwithsimilarstimuliinthearray
Limitedtrainingwithlargearraysandsimilarstimuliinscenesandinthenatural
environment
Thechildhasaweakconditionaldiscriminationrepertoire
Verbalstimulidoesnotevokescanning(orattendingtothearray)
Thechildhasbeenoverconditionedwithlimitedarray
Thechildhasbeenoverconditionedwithsinglestimulusandsingleresponse
Generalizationtraininghasnotprovided(stimulusandresponseclasses)
Thechildstimswiththematerials
NoLRFFCtraininghasbeenprovided
Somecommoncausesofanabsent,weak,ordefectiveechoicrepertoire
Physiologicalvariables(e.g.,weakmusclecontrol,severeillnesses,cerebralpalsy)
Littleornotrainingorencouragementofechoicrespondinghasbeenprovided
Weakautomaticreinforcementforechoicandvocalbehavior
Possibleautomaticpunishment(orotherformsofpunishment)forvocalbehavior
Thechilddemonstratesalowrateofbabblingorvocalplay
Adultshavepoorinstructionalcontrol
Vocalselfstimulationinterfereswithechoicdevelopment
Somecommoncausesofanabsent,weak,ordefectiveechoicrepertoire
ThechildhasweakMOsforsocialinteractionwithotherpeople
Thechilddoesntattendtovocalstimuli
Thetargetedvocalsounds,blends,andwordsareoutofdevelopmentalsequence
Thechildhasanaversive(failure)historyregardingattemptstoteachechoicbehavior
Generalizationtraininghasnotbeenprovided
Repertoiretoostrong(echolalia,promptbound)
Automaticreinforcementforoutofcontextverbalresponses(Delayedecholalia)
VerbalBehaviorMilestonesAssessmentand
PlacementProgram:
Potentialcausesofscrolling
Responsesthatarefirsttrainedarenotcompletelyacquired(weakSDcontrol)
Failuretoidentifythatscrollingisoccurring
TheresponseisactuallyunderaspecifictypeofpromptratherthanthetargetSD
Theamountofdiscriminationtrainingisinsufficient
Newwords/signsareaddedtooquickly
Scrollinggetsintermittentlyreinforced
Newstimuliandnewresponsesaretoosimilar
Formands,newMOsandspecificreinforcementaresimilartotheearlierones
Maintenanceandgeneralizationtrialsareinsufficient
Failuretoreinforcefirstwrongresponseevokesthenextresponse
Curriculumisoutofsequence
Scrollingislessworkthandiscriminating
Instructional control/non-compliance (escape and avoidance)
Many children with autism have learned to emit a variety of negative and disruptive
behaviors to avoid or terminate demands placed upon them (CMO-R)
These behaviors range from mild behaviors such as looking away or not responding, to
severe aggressive and self-injurious behaviors
However, the function of the behaviors is often the same: to escape from doing things
they dont want to do (e.g., hair brushing, car seats, instructional demands), or any stimuli
that indicate that unwanted things or activities are coming (avoidance) (e.g., bedtime,
turning off the TV, table tasks)
These types of behaviors are common in typically developing children, but can become
quite severe for a child with autism
Thereareanumberofpotentialcausesforinstructionalcontrolproblems.Itisthejobof
thebehavioranalystconductadescriptiveand/orfunctionalanalysistodeterminethe
specificcauseforeachindividualchild
Potentialcausesofnoncompliantbehaviors
Avoidanceorescapeofthedemandis(negatively)reinforced(notfollowedthrough)
Thechildhasalonghistoryofsuccessfulavoidanceandescapebehavior
Extinctionburstsarereinforced
Intermittentreinforcementdevelopspersistence
Positivereinforcementalsofollowsthenegativebehaviors
Notenoughreinforcementisprovidedforcompliance
Effectivereinforcersarenotidentified,ortheycannotcompetewithnegativereinforcement
Thedemandistoohigh(e.g.,taskexpectationsandcurriculumissues)
Thedemandsareunclearorvague
Thedemandrequirethatthechildgiveuppowerfulreinforcers
Thedemandsareintheformofthreats(coercive)
Thestepstosuccessfulcompliancearetoolarge
Theinterventionprogramisinconsistent
ThankYou!
Formoreinformationonverbalbehavior
andlinkstoothermaterialgoto:
www.marksundberg.com

Autism Programs Fall In-Service

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Autism Programs Fall In-Service

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DevelopinganEducationalProgram

The assessment is designed to identify the childs existing language

The 16 skills assessed on the VB-MAPP include:

Listener Responding by Function, Feature, and Class (LRFFC)

The milestones can be considered floors in a building,

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