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Identification and Establishment of Early Verbal Behavior Developmental Cusps: Laying the Foundations for Language Development |
Friday, May 24, 2013 |
8:00 AM–3:00 PM |
201 A-B (Convention Center) |
Area: VBC/DEV; Domain: Applied Research |
CE Instructor: Jessica Singer-Dudek, Ph.D. |
JESSICA SINGER-DUDEK (Teachers College, Columbia University), JEANNE MARIE SPECKMAN (Fred S. Keller School, Teachers College, Columbia University), LIN DU (Teachers College, Columbia University), JACQUELINE MAFFEI-LEWIS (Teachers College, Columbia University), JENNIFER LONGANO (Fred S. Keller School), JOAN A. BROTO (Fred S. Keller School) |
Description: Often children with disabilities are missing the prerequisite repertoires necessary to acquire language. Recent research has led to the identification of crucial preverbal or verbal developmental cusps. Further, the successful establishment of these missing cusps in children has led to an acceleration in learning and further language development. These prerequisites include observing and attending to stimuli, including adults, in the environment, discriminating the auditory properties of speech, the establishment of mand and tact repertoires, and the induction of generalized imitation (see/do). This workshop will provide participants with the theoretical and practical knowledge to determine which verbal developmental cusps are present in a child's repertoire, and which are missing. Participants also will acquire mastery of the protocols necessary to establish or enhance missing foundational cusps necessary for the development of subsequent verbal behavior. Protocols to be covered in this workshop include: conditioned reinforcement for observing human faces and/or voices, conditioned reinforcement for observing 2- and 3-dimensional stimuli, generalized imitation, rapid motor imitation to induce speaker behavior, generalized matching of auditory stimuli, the listener emersion protocol to induce listener literacy, the speaker immersion protocol to establish a mand repertoire, and the intensive tact protocol to establish social reinforcement from the listener. |
Learning Objectives: At the completion of the workshop, participants should be able to:
Measure and record observing responses.
Determine the presence or absence of crucial developmental cusps.
Select the appropriate corresponding protocol to induce missing cusps.
Implement protocols to enhance or induce missing verbal developmental cusps.
Describe the theories that drive verbal behavior development. |
Activities: Participants will receive instruction on the theoretical underpinnings of the research presented in this workshop, followed by practical application training. Training will include watching videos of assessments and protocols to induce each of the verbal developmental cusps, followed by instruction on how to measure and record student responses to probe trials, training in the implementation of each protocol, role-play and practice in implementing the protocols, and ending with a written assessment of each participants' acquisition of both theoretical and practical knowledge of the identification and induction of the pre-verbal and verbal developmental cusps. |
Audience: Behavior analysts, psychologists, speech therapists, supervisors, or other professionals who are working with children with and without disabilities. Participants should be well-versed in the vocabulary of the science of behavior and have some understanding of verbal behavior, including basic verbal operants. Graduate students are encouraged to attend. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): verbal behavior development |