|
| Verbal Behavior Training in Persons with ASDs |
| Saturday, May 26, 2007 |
| 1:00 PM–2:20 PM |
| Elizabeth G |
| Area: AUT |
| Chair: Matthew Tincani (University of Nevada, Las Vegas) |
| |
| Exploring Applied Verbal Behavior as a Distinction Among Behavior Analytic Approaches for Children with Autism. |
| Domain: Applied Research |
| MATTHEW TINCANI (University of Nevada, Las Vegas), Andy Bondy (Pyramid Educational Consultants) |
| |
| Abstract: Skinner’s (1957) book, Verbal Behavior, provides a comprehensive account of language from a behavior analytic perspective. Recently, an approach to language training for children with autism based on Skinner’s analysis, Applied Verbal Behavior (ApVB), has emerged. In addition to Skinner’s analysis, ApVB is defined by a package of specific procedures, including natural environment training, discrete trial instruction, manipulating establishing operations, and errorless teaching. Proponents describe advantages of ApVB over “traditional” behavior analytic approaches, despite the absence of a concise definition and supporting empirical studies. The purpose of our paper is to explore the utility of ApVB as a distinction among behavior analytic approaches for teaching children with autism. Specifically, we seek to define ApVB as a professional practice, to identify potential advantages and disadvantages of ApVB as a distinct approach, and to formulate recommendations for researchers and practitioners who teach verbal behavior to children with autism. |
| |
| Establishing Distance as the Discriminative Stimulus for Voice Volume Modulation in Children with Autism. |
| Domain: Applied Research |
| ANNE FETHERSTON (Queens College and The Graduate Center, City University of New York), Kevin J. Brothers (Somerset Hills Learning Institute), Claire L. Poulson (Queens College, City University of New York) |
| |
| Abstract: Individuals with autism often present with deficits in prosody that interfere with their ability to communicate effectively. In particular, inadequate or inappropriate voice volume poses a challenge to the delivery of a verbal message. Thus far, little research has been conducted in the area of voice volume in individuals with autism. In addition, there is a paucity of literature in which stimulus control with naturally occurring environmental stimuli, such as distance from the listener, is demonstrated. The purpose of this study was to use operant learning procedures to bring variations in voice volume under the discriminative control of distance from the listener. Modulation of voice volume across a variety of conversational distances was taught using modeling, time delay, and block teaching trials in a multiple-baseline-across-participants experimental design. Following the introduction of the treatment package, the percentage of scripts produced in the target decibel range increased systematically for all participants. Thus, operant teaching procedures can be used to establish distance as the discriminative stimulus for voice volume modulation in children with autism. |
| |
| Reducing Overselective Responding during Early Language Acquisition in Children with Autism. |
| Domain: Applied Research |
| ARIELLA NAOMI EICHENBAUM (Koegel Autism Center, University of California, Santa Barbara), Robert L. Koegel (Koegel Autism Center, University of California, Santa Barbara), Lynn Kern Koegel (University of California, Santa Barbara) |
| |
| Abstract: Literature on overselective responding to the components of complex stimuli suggests that children with autism may have difficulty acquiring speech because they may overselectively respond to only some of the components of complex speech sounds. The purpose of the present study was to systematically assess whether nonverbal children with autism who have had difficulty acquiring their first words and selectively respond to individual components within words can be directed to the missing relevant components when these components are first presented alone. The results, replicated through a multiple baseline-across participants and words design, showed a decrease in overselective responding to components of target words and generalization across new words. The results are discussed in terms of their implications for further understanding the role of overselectivity and the development of intervention procedures in speech acquisition in nonverbal children with autism. |
| |
| Use of a Token System to Increase Consistent Answering of Comprehension Questions. |
| Domain: Applied Research |
| SHANNON PALMER (Sussex Consortium, Autism Program), Marissa Wanchik (Sussex Consortium, Autism Program) |
| |
| Abstract: Children with autism exhibit communication skill deficits. Teaching compensatory strategies often proves difficult, especially when motivational issues arise. In this case, the student, a public school attendee, was unable to answer “wh”- questions consistently, usually repeating the last word or phrase. Although visual aids were provided to augment the student’s communication needs, the skill did not improve. This led staff to believe the social approval and self-satisfaction received for a correct answer was not sufficient to reinforce the skill.
Staff implemented a token economy system for consistent answers to “wh” questions. A “ten-trial” card was utilized in which the student received a token to cash in for an edible or tangible reinforcer of choice upon completion of ten trials. The staff set criteria based on the student’s current level of performance. Student’s academic level was also evaluated to assure the questions asked were not above this student’s ability to answer. Once the system was successful, this tool was able to easily be adapted to a variety of areas of need for students with autism. |
| |
|
| |