num_pages: 322
description: Help children develop language and verbal functions! Responding to the overwhelming demand for effective language development tools for children with no language and severe language delays related to autism and other disabilities, Douglas Greer and Denise Ross present newly identified methods to assist teachers and parents in their efforts to provide verbal capabilities to children. In their book Verbal Behavior Analysis, Doug and Denise describe how to help children produce novel and spontaneous verbal functions, acquire language incidentally, and become socially verbal. They carefully integrate the latest research, including many new findings, and present readers with a clear outline of the current state of the science of verbal behavior and its application to children with real needs. Behavior analysts, parents, and teachers will find the procedures applicable to all forms of language (signs, pictures, and voice-generating devices) while maintaining a strong emphasis on the vocal production of a child’s speech.* Describes how to teach children to be literate listeners, reducing the number of instructional times required to teach basic skills from four to ten times. (Chapter 3).* Presents the necessary procedures to teach children to become observational learners. (Chapter 5 and 7).* Offers practitioners methods for teaching children to acquire novel language and language usage incidentally, allowing children to expand their language without direct instruction. (Chapters 3, 5, and 6).* Demonstrates helping children to move from emergent speakers to readers, and learn to enjoy books in free time, and to read. (Chapter 6).* Introduces a verbal developmental scheme to guide instruction and aid practitioners in determining which children need particular interventions and when they need them, along with alternative tactics and strategies for solving learning problems. (Chapters 2 and 7).“This is definitely a book I will be purchasing for my professional use. I supervise student teachers in home-based programs as well as school programs and this book will be a perfect fit for the program implementation we currently present. Greer and Ross have produced an excellent accumulation of research compilation, assessment and program descriptions for implementation by professionals training and working with autistic children and adults.” -Dr. Irfa Karmali, Shelby Residential and Vocational Services “Overall, a very technically accurate book and one well suited to accompany a practicum component in verbal behavior. Very comprehensive and [does] a good job of covering most questions, concerns and issues [for] training others to implement verbal behavior strategies. I thoroughly enjoyed reading it.” -Janet Goodman, University of West GeorgiaTable of ContentsChapter 1: Verbal Behavior Analysis and Verbal DevelopmentIntroduction to Verbal Behavior AnalysisThe Relation Between Verbal Behavior Analysis and Basic and Applied Behavior AnalysisProtocols for Inducing New Verbal CapabilitiesSelecting a Verbal Topography: Linguistic and Verbal Behavior ContributionsResearch in Verbal Behavior AnalysisDevelopmental Milestones in Verbal BehaviorChapter 1 SummaryChapter 1 Endnotes Chapter 2: Teaching and Learning Verbal Operants and Verbal Developmental Capabilities: Definitions and MeasurementSelecting Verbal Forms and Functions for InstructionConducting and Recording Probes Probe Mastery Criterion, Data Collection and GraphingPresenting and Measuring Learn Units Presenting Learn UnitsRecording and Graphing Verbal Behavior Training Graphs Generalization GraphsProviding and Measuring Accurate Instructional DecisionsResearch Based Tactics for Intervention General Tactics Generic Pre-Listener-to-Speaker Tactics Generic Tactics for Children with Reader-Writer Capabilities Generic Tactics for Teaching Teachers, Parents, and Behavior AnalystsThe Learn Unit Context and Learn Unit ComponentsThe Decision Protocol: An Algorithm for Analyzing the Source of Learning Obstacles Identification of Decision Opportunities Trend Determination Learn Unit Context Analysis Selection of the Tactic Implementation of the TacticDetails of the Analytic Algorithm Strategic Questions to Ask about Motivational Conditions and Setting Events Strategic Questions to Ask about Instructional Histories and Prerequisite Repertoires Prerequisite stimulus controlMeasuring and Recording Developmental MilestonesDefining Verbal MilestonesChapter 2 Summary  Chapter 3: Learning to Listen: Induction of the Listener Repertoire of Verbal DevelopmentThe Listener Role in Verbal BehaviorInstructional Sequence for Teaching Listener RepertoiresBasic Listener Literacy Sequence of Interventions to Induce Basic Listener Literacy (Table 3.1) Developing Initial Instructional Control: Five Basic Attentional ProgramsProtocol Description for the Five Basic Attentional Programs The Five Attentional Programs: Attention Control to Teacher Listener Emersion Protocol to Develop Vowel-Consonant Control for Listener ResponsesOther Prerequisites to Basic Listener Literacy Establishing Visual Tracking through Conditioning Eye Contact to Stimuli Sensory Matching or Establishing The Capacity for Sameness across Senses Conditioning Voices as Reinforcers Auditory Matching of Words Auditory Matching StepsInducing the Listener Component of NamingChapter 3 SummaryChapter 3 Endnotes Chapter 4: Basic Teaching Operations for Early Speaker FunctionsThe Behavioral Functions of the SpeakerParroting and EchoicsEstablishing Operations and MandsTactsSimilarities and Differences between Mand and Tact InstructionEchoic-to-Mand-Procedure (Level 1 of Mand Training)Mand Function Instruction (Level 2 of Mand Instruction)Echoic to Tact Training (Level 1 of Tact Training)Tact Teaching Sequence (Level 2 of Tact Training)Autoclitics with Mands and TactsAlternative Procedures for Teaching Echoic-to-Mand and Echoic-to-Tact Responses Stimulus-stimulus Pairing Procedure Rapid Motor Imitation Speaker ImmersionInducing Transformation of Establishing Operations Across Mand and Tact FunctionsNamingBasic Visual Discrimination to Occasion the Advancement of Speaker and Listener RepertoiresInducing Full NamingThe Importance of TactsProcedures for Rapid Expansion of Tacts through Direct Contact with Learn UnitsChapter 4 SummaryChapter 4 Endnotes Chapter 5: Inducing Advanced Speaker Functions and Correcting Faulty Vocal BehaviorAdvancing Key Verbal CapabilitiesInducing and Expanding Tact and Intraverbal Capabilties Tact Capabilities Intraverbal CapabilitiesCapability 1: Acquisition of new tacts by direct learn unitsCapability 2: Recruitment of new tacts by using "wh" and "how" questionsCapability 3: Acquisition of new tacts incidentally via namingCapability 4: Learning tacts from observation or indirect contact with contingencies received by othersLearning Tacts from Observation Instructional Procedure for Teaching Observational Learning of Tacts (Developing Tacts by Observing Others Receive Learn Units) Pre and Post-Intervention Evaluation Probes for Observational Learning of Tacts Yoked-contingency interventions Joint Yoked-contingency and Peer Monitoring ProtocolIntraverbal Capabilities and Social InteractionConversational UnitsCapability 5: Learning Intraverbal Functions of Self-TalkCapability 6: Acquisition of conversational units and related speaker-listener exchanged Pre and Post Assessment for Conversational Units and SequilicsAcquiring the Listener Reinforcement Component of Social Exchanges General Game Board Description and Set-up Part 1: I spy, 20 questions Part 2-- 20 Questions: Tact and textual response Part 3-- Bingo Part 4-- Peer tutoring with the game board Part 5-- Group instruction with the game board Part 6-- Teaching empathy ("What can you do to help" program)Capability 7: Learning deictic functions or taking the perspective of others Deictic ProbesProduction program for emission of appropriate talkingReplacing Echolalia and Palilalia with Functional Verbal Behavior Fixing Improperly Learned Control of Echoic Responses Textual Test and Textual Stimulus Prompt Protocol Auditory Matching to Correct Faulty Echoic RespondingReplacing Vocal Stereotypy with Functional Verbal Behavior Assessing the function of vocal stereotypy Tact Protocol to Replace PalilaliaChapter 5 SummaryChapter 5 Endnotes Chapter 6: Reading and Writing: Print-Goverened and Print-Governing Verbal BehaviorScope and Purpose of the Print Control ChapterBook Conditioning Protocol Stimulus-Stimulus Pairing Training/Test Trials for Conditioning Stimuli as Reinforcers for Observi Probes for Conditioning Reinforcement for Observing BooksWord-Picture Discrimination and Matching Tactics for Teaching Word-Picture and Matching Discrimination Using the Edmark ® Reading SeriesReading Comprehension from Hearing One's Own Textual Responses Multiple Exemplar Instruction Auditory and Visual Components of Reading ResponsesAdding Print Stimuli to the Joint Control over Speaker and Listener Responding in the Naming CapabilityPhonetic Reading for Textual Responding: Acquiring the TopographyUsing the Auditory Matching Protocol in Solving Phonetic Reading DifficultiesMotivational Functions of Reading and Writing Establishing the "Need to Read"Establishing the Topography of WritingEstablishing the "Need to Write"Chapter 6 Summary  Chapter 7Problems in Verbal Development, Current Solutions, and a Trajectory for More SolutionsFoundations of Speaker and Listener Capabilities When Attention to Teacher is Missing When Attention to Instructional Stimuli is Missing When the Capacity for Sameness is Missing When the Capability to be reinforced for attention to adult voices is missing Capability for Emitting Speaker Verbal Operants  When the Capability To Match Consonant/Vowel Combinations Of Spoken Words Is Missing Or Speech Is Faulty When Basic Listener Literacy Is Missing When there are Few Tacts in Repertoire: Expand the Tact Repertoire The Listener Capability Of Naming Is Missing; Implement The Multiple Exemplar Protocol For The Listener Component Of Naming  When Capability For Observational Learning of Tacts Is Missing When the Capability of Observational Learning of Tacts is Missing Fixing Faulty Echoic and Intraverbal RepertoiresJoining Speaker and Listener Capabilities Speaker-as-own-listener How to Expand Tacts Before Naming is Present Continue Rapid Expansion of the Tact Repertoire Observational learning of tacts and the “Wh” repertoire Expanding observational learning of tacts and the observational learning capability  Inducing Observational Learning if it is MissingStages of Verbal DevelopmentA Note on Scientific EvidenceSome Suggested Areas of Further Research
language: English
title: Verbal Behavior Analysis: Inducing and Expanding New Verbal Capabilities in Children with Language Delays
titlecomplete: Verbal Behavior Analysis: Inducing and Expanding New Verbal Capabilities in Children with Language Delays
ratings_count: 37
publisher: Pearson