Verbal behavior analysis: inducing and expanding new verbal capabilities in children with language delays
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston, Mass. [u.a.]
Pearson/Allyn & Bacon
2008
|
| Schlagworte: | |
| Online-Zugang: | Table of contents only Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XIV, 322 S. Ill., graph. Darst. |
| ISBN: | 9780205458370 |
Internformat
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| 245 | 1 | 0 | |a Verbal behavior analysis |b inducing and expanding new verbal capabilities in children with language delays |c R. Douglas Greer ; Denise E. Ross |
| 264 | 1 | |a Boston, Mass. [u.a.] |b Pearson/Allyn & Bacon |c 2008 | |
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| 500 | |a Includes bibliographical references and index | ||
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| 650 | 4 | |a Verbal behavior | |
| 650 | 4 | |a Children |x Language | |
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| 700 | 1 | |a Ross, Denise E. |e Verfasser |4 aut | |
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Datensatz im Suchindex
| _version_ | 1804136648398602240 |
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| adam_text | Verbal Behavior Analysis
Inducing and Expanding
New Verbal Capabilities
in Children with
Language Delays
R Douglas Greer
Columbia University Teachers College
Graduate School of Arts and Science
Denise £ Ross
Columbia University Teachers College
Boston New York San Francisco
Mexico City Montreal Toronto London Madrid Munich Paris
Hong Kong Singapore Tokyo Cape Town Sydney
CONTENTS
Preface xi
Acknowledgments xiv
1 Verbal Behavior Analysis and Verbal
Development 1
Introduction to Verbal Behavior Analysis 2
Relation between Verbal Behavior Analysis
and Basic and Applied Behavior Analysis 5
Protocols for Inducing New Verbal Capabilities 8
Selecting a Verbal Topography: Linguistic
and Verbal Behavior Contributions 10
Research in Verbal Behavior Analysis 13
Developmental Milestones in Verbal Behavior 13
Summary 24
Endnotes 25
Teaching and Learning Verbal Operants
and Verbal Developmental Capabilities:
Definitions and Measurement 26
Selecting Verbal Forms and Functions for Instruction 27
Conducting and Recording Probes 29
Probe Mastery Criterion, Data Collection, and Graphing 30
Presenting and Measuring Learn Units 31
Presenting Learn Units 3 3
Recording and Graphing Verbal Behavior 36
Teaching Graphs 40 / Generalization Graphs 42
Providing and Measuring Accurate Instructional Decisions 43
CONTENTS
Research Based Tactics for Intervention 46
Generic Tactics 46 / Generic Pre-Listener-to-Speaker Tactics 47 /
Generic Tactics for Children with Reader-Writer Capabilities 48 /
Generic Tactics for Teaching Teachers, Parents, and Behavior Analysts 48
Learn Unit Context and Learn Unit Components 48
The Decision Protocol: An Algorithm for Analyzing the Source
of Learning Obstacles 50
Identification of Decision Opportunities 50 / Trend Determination 51
Learn Unit Context Analysis 51 / Selection of the Tactic 52 /
Implementation of the Tactic 52
Details of the Analytic Algorithm 5 3
Strategic Questions to Ask about Motivational Conditions and Setting
Events 53 / Strategic Questions to Ask about Instructional Histories
and Prerequisite Repertoires 54 / Prerequisite Stimulus Control 55
Measuring and Recording Developmental Milestones 59
Denning Verbal Milestones 59
Pre-listener Components 59 / Listener Components 61 / Speaker
Components 62 / Speaker-Listener Exchanges with Others 63 /
Speaker-as-Own-Listener 63 / Early Reader Repertoires 64
Summary 64
Endnotes 67
J Learning to Listen: Induction of the Listener
Repertoire of Verbal Development 68
The Listener Role in Verbal Behavior 68
Instructional Sequence for Teaching Listener Repertoires 71
Basic Listener Literacy 73
Developing Initial Instructional Control: Five Basic Attentional
Programs 73
Protocol Description for the Five Basic Attentional Programs 74
The Five Attention Programs: Attentional Control to Teacher 74 /
The Listener Emersion Protocol to Develop Vowel-Consonant Control
for Listener Responses 76
Other Prerequisites to Basic Listener Literacy 82
Establishing Visual Tracking through Conditioning Eye Contact
to Stimuli 82 / Sensory Matching or Establishing the Capacity for Sameness
CONTENTS VU
across Senses 83 / Conditioning Voices as Reinforcers 85- / Auditory
Matching of Words 91 / Auditory Matching Steps 95
Inducing the Listener Component of Naming 98
Summary 109
Endnotes 110
T Basic Teaching Operations for Early Speaker
Functions 112
The Behavioral Functions of the Speaker 112
Parroting and Echoics 113
Establishing Operations and Mands 114
Tacts 116
Similarities and Differences between Mand
and Tact Instruction 119
Echoic-to-Mand Procedures (Level 1 of Mand Instruction) 124
Mand Function Procedures (Level 2 of Mand Instruction) 125
Echoic-to-Tact Procedures (Level 1 of Tact Instruction) 126
Tact Function Procedures (Level 2 of Tact Instruction) 127
Autoclitics with Mands and Tacts 127
Alternative Procedures for Teaching Echoic-to-Mand
and Echoic-to-Tact Responses 135
Stimulus-Stimulus Pairing Procedure 135 / Rapid Motor
Imitation 139 / Speaker Immersion 144
Inducing Transformation of Establishing Operations across Mand
and Tact Functions 145
Naming 149
Basic Visual Discrimination to Occasion the Advancement of Speaker
and Listener Repertoires 153
Inducing Full Naming 155
The Importance of Tacts 158
Procedures for Rapid Expansion of Tacts through Direct Contact
with Learn Units (Intensive Tact Protocol) 159
Summary 163
CONTENTS
3 Inducing Advanced Speaker Functions and Correcting
Faulty Vocal Behavior 165
Advancing Key Verbal Capabilities 166
Inducing and Expanding Tact and Intraverbal Capabilties 166
Tact Capabilities 166 / Intraverbal Capabilities 167
Learning Tacts from Observation 172
Instructional Procedure for Teaching Observational Learning of Tacts
(Developing Tacts by Observing Others Receive Learn Units) 173 /
Pre- and Post-Intervention Evaluation Probes for Observational Learning
of Tacts 174 / Yoked-contingency Interventions 174 /
Joint Yoked-Contingency and Peer-Monitoring Protocol 179
Intraverbal Capabilities and Social Interaction 181
Conversational Units 184
Pre- and Post-Assessment for Conversational Units and Sequelics 192
Acquiring the Listener Reinforcement Component of Social
Exchanges 193
General Game Board Description and Set-up 193
Production Program for Emission of Appropriate Talking 199
Replacing Echolalia and Palilalia with Functional Verbal Behavior 203
Fixing Improperly Learned Control of Echoic Responses 203 / Textual Test
and Textual Stimulus Prompt Protocol 204 / Auditory Matching to Correct
Faulty Echoic Responding 206
Replacing Vocal Stereotypy with Functional Verbal Behavior 208
Assessing the Function of Vocal Stereotypy 208 / Tact Protocol to Replace
Palilalia 209
Summary 214
Endnotes 215
O Reading and Writing: Print-Governed
and Print-Governing Verbal Behavior 216
Scope and Purpose of the Print Control Chapter 216
Book-conditioning Protocol 221
Stimulus-Stimulus Pairing Training/Test Trials for Conditioning Stimuli as
Reinforcers for Observing 221 / Probes for Conditioned Reinforcement
for Observing Books 223
CONTENTS IX
Word-Picture Discrimination and Matching 223
Tactics for leaching Word-Picture and Matching Discrimination 225 /
Using the Edmark® Reading Series 226 /
Reading Comprehension from Hearing One s Own Textual
Responses 231
Multiple Exemplar Instruction Auditory and Visual Components of
Reading Responses 231
Adding Print Stimuli to the Joint Control over Speaker and Listener
Responding in the Naming Capability 233
Phonetic Reading for Textual Responding: Acquiring
the Topography 236
Using the Auditory Matching Protocol in Solving Phonetic
Reading Difficulties 236
Motivational Functions of Reading and Writing 238
Establishing the Need to Read 238
Establishing the Topography of Writing 239
Protocol: Writer Immersion 244
Summary 250
/ Identifying and Inducing Verbal Development
Capabilities 252
Problems in Verbal Development, Current Solutions, and a Trajectory
for More Solutions 253
Foundations of Speaker and Listener Capabilities 253
When Attention to the Teacher is Missing 253 / When Attention
to Instructional Stimuli is Missing 254 / When the Capacity for Sameness is
Missing—Do the Sensory Matching Protocol 254 / When the Capability
to be Reinforced for Attention to Adult Voices Is Missing 255 / When
the Capability for Emitting Speaker Verbal Operants is Missing 255 /
When the Capability to Match Consonant/Vowel Combinations of Spoken
Words Is Missing or Speech Is Faulty—Do the Auditory Matching
Protocol 255 / When Basic Listener Literacy Is Missing 256 / When
There Are Few Tacts in Repertoire: Expand the Tact Repertoire 256 /
When the Listener Capability of Naming Is Missing: Implement the Multiple
Exemplar Protocol for the Listener Component of Naming 256 / When
Capability for Observational Learning of the Listener Half of Naming Is
Missing 257 / When the Capability of Observational Learning of Tacts Is
Missing 257 / Fixing Faulty Echoic and Intraverbal Repertoires 257
X CONTENTS
Joining Speaker and Listener Capabilities 258
Speaker-as-Own-Listener 258 / How to Expand Tacts Before Naming
is Present and to Continue Rapid Expansion of the Tact Repertoire 258 /
Observational Learning of Tacts and the Wh Repertoire 258 /
Expanding Observational Learning of Tacts and the Observational Learning
Capability 258 / Inducing Observational Learning if It Is Missing 259
Joining Print to Speaker-as-Own-Listener Capabilities 261
Stages of Verbal Development 261
A Note on Scientific Evidence 270
Some Suggested Areas for Further Research 273
Appendix A A Description of the Comprehensive Application
of Behavior Analysis to Schooling (CABAS®) Model 276
Appendix B Sample Data Collection Forms 278
Appendix C Sample Training Graphs 281
Glossary 287
References 305
Index 319
|
| adam_txt |
Verbal Behavior Analysis
Inducing and Expanding
New Verbal Capabilities
in Children with
Language Delays
R Douglas Greer
Columbia University Teachers College
Graduate School of Arts and Science
Denise £ Ross
Columbia University Teachers College
Boston New York San Francisco
Mexico City Montreal Toronto London Madrid Munich Paris
Hong Kong Singapore Tokyo Cape Town Sydney
CONTENTS
Preface xi
Acknowledgments xiv
1 Verbal Behavior Analysis and Verbal
Development 1
Introduction to Verbal Behavior Analysis 2
Relation between Verbal Behavior Analysis
and Basic and Applied Behavior Analysis 5
Protocols for Inducing New Verbal Capabilities 8
Selecting a Verbal Topography: Linguistic
and Verbal Behavior Contributions 10
Research in Verbal Behavior Analysis 13
Developmental Milestones in Verbal Behavior 13
Summary 24
Endnotes 25
Teaching and Learning Verbal Operants
and Verbal Developmental Capabilities:
Definitions and Measurement 26
Selecting Verbal Forms and Functions for Instruction 27
Conducting and Recording Probes 29
Probe Mastery Criterion, Data Collection, and Graphing 30
Presenting and Measuring Learn Units 31
Presenting Learn Units 3 3
Recording and Graphing Verbal Behavior 36
Teaching Graphs 40 / Generalization Graphs 42
Providing and Measuring Accurate Instructional Decisions 43
CONTENTS
Research Based Tactics for Intervention 46
Generic Tactics 46 / Generic Pre-Listener-to-Speaker Tactics 47 /
Generic Tactics for Children with Reader-Writer Capabilities 48 /
Generic Tactics for Teaching Teachers, Parents, and Behavior Analysts 48
Learn Unit Context and Learn Unit Components 48
The Decision Protocol: An Algorithm for Analyzing the Source
of Learning Obstacles 50
Identification of Decision Opportunities 50 / Trend Determination 51
Learn Unit Context Analysis 51 / Selection of the Tactic 52 /
Implementation of the Tactic 52
Details of the Analytic Algorithm 5 3
Strategic Questions to Ask about Motivational Conditions and Setting
Events 53 / Strategic Questions to Ask about Instructional Histories
and Prerequisite Repertoires 54 / Prerequisite Stimulus Control 55
Measuring and Recording Developmental Milestones 59
Denning Verbal Milestones 59
Pre-listener Components 59 / Listener Components 61 / Speaker
Components 62 / Speaker-Listener Exchanges with Others 63 /
Speaker-as-Own-Listener 63 / Early Reader Repertoires 64
Summary 64
Endnotes 67
J Learning to Listen: Induction of the Listener
Repertoire of Verbal Development 68
The Listener Role in Verbal Behavior 68
Instructional Sequence for Teaching Listener Repertoires 71
Basic Listener Literacy 73
Developing Initial Instructional Control: Five Basic Attentional
Programs 73
Protocol Description for the Five Basic Attentional Programs 74
The Five Attention Programs: Attentional Control to Teacher 74 /
The Listener Emersion Protocol to Develop Vowel-Consonant Control
for Listener Responses 76
Other Prerequisites to Basic Listener Literacy 82
Establishing Visual Tracking through Conditioning Eye Contact
to Stimuli 82 / Sensory Matching or Establishing the Capacity for Sameness
CONTENTS VU
across Senses 83 / Conditioning Voices as Reinforcers 85- / Auditory
Matching of Words 91 / Auditory Matching Steps 95
Inducing the Listener Component of Naming 98
Summary 109
Endnotes 110
T Basic Teaching Operations for Early Speaker
Functions 112
The Behavioral Functions of the Speaker 112
Parroting and Echoics 113
Establishing Operations and Mands 114
Tacts 116
Similarities and Differences between Mand
and Tact Instruction 119
Echoic-to-Mand Procedures (Level 1 of Mand Instruction) 124
Mand Function Procedures (Level 2 of Mand Instruction) 125
Echoic-to-Tact Procedures (Level 1 of Tact Instruction) 126
Tact Function Procedures (Level 2 of Tact Instruction) 127
Autoclitics with Mands and Tacts 127
Alternative Procedures for Teaching Echoic-to-Mand
and Echoic-to-Tact Responses 135
Stimulus-Stimulus Pairing Procedure 135 / Rapid Motor
Imitation 139 / Speaker Immersion 144
Inducing Transformation of Establishing Operations across Mand
and Tact Functions 145
Naming 149
Basic Visual Discrimination to Occasion the Advancement of Speaker
and Listener Repertoires 153
Inducing Full Naming 155
The Importance of Tacts 158
Procedures for Rapid Expansion of Tacts through Direct Contact
with Learn Units (Intensive Tact Protocol) 159
Summary 163
CONTENTS
3 Inducing Advanced Speaker Functions and Correcting
Faulty Vocal Behavior 165 '
Advancing Key Verbal Capabilities 166
Inducing and Expanding Tact and Intraverbal Capabilties 166
Tact Capabilities 166 / Intraverbal Capabilities 167
Learning Tacts from Observation 172
Instructional Procedure for Teaching Observational Learning of Tacts
(Developing Tacts by Observing Others Receive Learn Units) 173 /
Pre- and Post-Intervention Evaluation Probes for Observational Learning
of Tacts 174 / Yoked-contingency Interventions 174 /
Joint Yoked-Contingency and Peer-Monitoring Protocol 179
Intraverbal Capabilities and Social Interaction 181
Conversational Units 184
Pre- and Post-Assessment for Conversational Units and Sequelics 192
Acquiring the Listener Reinforcement Component of Social
Exchanges 193
General Game Board Description and Set-up 193
Production Program for Emission of Appropriate Talking 199
Replacing Echolalia and Palilalia with Functional Verbal Behavior 203
Fixing Improperly Learned Control of Echoic Responses 203 / Textual Test
and Textual Stimulus Prompt Protocol 204 / Auditory Matching to Correct
Faulty Echoic Responding 206
Replacing Vocal Stereotypy with Functional Verbal Behavior 208
Assessing the Function of Vocal Stereotypy 208 / Tact Protocol to Replace
Palilalia 209
Summary 214
Endnotes 215
O Reading and Writing: Print-Governed
and Print-Governing Verbal Behavior 216
Scope and Purpose of the Print Control Chapter 216
Book-conditioning Protocol 221
Stimulus-Stimulus Pairing Training/Test Trials for Conditioning Stimuli as
Reinforcers for Observing 221 / Probes for Conditioned Reinforcement
for Observing Books 223
CONTENTS IX
Word-Picture Discrimination and Matching 223
Tactics for leaching Word-Picture and Matching Discrimination 225 /
Using the Edmark® Reading Series 226 /
Reading Comprehension from Hearing One's Own Textual
Responses 231
Multiple Exemplar Instruction Auditory and Visual Components of
Reading Responses 231
Adding Print Stimuli to the Joint Control over Speaker and Listener
Responding in the Naming Capability 233
Phonetic Reading for Textual Responding: Acquiring
the Topography 236
Using the Auditory Matching Protocol in Solving Phonetic
Reading Difficulties 236
Motivational Functions of Reading and Writing 238
Establishing the Need to Read 238
Establishing the Topography of Writing 239
Protocol: Writer Immersion 244
Summary 250
/ Identifying and Inducing Verbal Development
Capabilities 252
Problems in Verbal Development, Current Solutions, and a Trajectory
for More Solutions 253
Foundations of Speaker and Listener Capabilities 253
When Attention to the Teacher is Missing 253 / When Attention
to Instructional Stimuli is Missing 254 / When the Capacity for Sameness is
Missing—Do the Sensory Matching Protocol 254 / When the Capability
to be Reinforced for Attention to Adult Voices Is Missing 255 / When
the Capability for Emitting Speaker Verbal Operants is Missing 255 /
When the Capability to Match Consonant/Vowel Combinations of Spoken
Words Is Missing or Speech Is Faulty—Do the Auditory Matching
Protocol 255 / When Basic Listener Literacy Is Missing 256 / When
There Are Few Tacts in Repertoire: Expand the Tact Repertoire 256 /
When the Listener Capability of Naming Is Missing: Implement the Multiple
Exemplar Protocol for the Listener Component of Naming 256 / When
Capability for Observational Learning of the Listener Half of Naming Is
Missing 257 / When the Capability of Observational Learning of Tacts Is
Missing 257 / Fixing Faulty Echoic and Intraverbal Repertoires 257
X CONTENTS
Joining Speaker and Listener Capabilities 258
Speaker-as-Own-Listener 258 / How to Expand Tacts Before Naming
is Present and to Continue Rapid Expansion of the Tact Repertoire 258 /
Observational Learning of Tacts and the Wh Repertoire 258 /
Expanding Observational Learning of Tacts and the Observational Learning
Capability 258 / Inducing Observational Learning if It Is Missing 259
Joining Print to Speaker-as-Own-Listener Capabilities 261
Stages of Verbal Development 261
A Note on Scientific Evidence 270
Some Suggested Areas for Further Research 273
Appendix A A Description of the Comprehensive Application
of Behavior Analysis to Schooling (CABAS®) Model 276
Appendix B Sample Data Collection Forms 278
Appendix C Sample Training Graphs 281
Glossary 287
References 305
Index 319 |
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| index_date | 2024-07-02T18:08:37Z |
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| publisher | Pearson/Allyn & Bacon |
| record_format | marc |
| spelling | Greer, Robert Douglas Verfasser aut Verbal behavior analysis inducing and expanding new verbal capabilities in children with language delays R. Douglas Greer ; Denise E. Ross Boston, Mass. [u.a.] Pearson/Allyn & Bacon 2008 XIV, 322 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Kind Verbal behavior Children Language Kind (DE-588)4030550-8 gnd rswk-swf Sprachstörung (DE-588)4056500-2 gnd rswk-swf Kind (DE-588)4030550-8 s Sprachstörung (DE-588)4056500-2 s b DE-604 Ross, Denise E. Verfasser aut http://www.loc.gov/catdir/toc/ecip0713/2007011360.html Table of contents only HEBIS Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015743257&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Greer, Robert Douglas Ross, Denise E. Verbal behavior analysis inducing and expanding new verbal capabilities in children with language delays Kind Verbal behavior Children Language Kind (DE-588)4030550-8 gnd Sprachstörung (DE-588)4056500-2 gnd |
| subject_GND | (DE-588)4030550-8 (DE-588)4056500-2 |
| title | Verbal behavior analysis inducing and expanding new verbal capabilities in children with language delays |
| title_auth | Verbal behavior analysis inducing and expanding new verbal capabilities in children with language delays |
| title_exact_search | Verbal behavior analysis inducing and expanding new verbal capabilities in children with language delays |
| title_exact_search_txtP | Verbal behavior analysis inducing and expanding new verbal capabilities in children with language delays |
| title_full | Verbal behavior analysis inducing and expanding new verbal capabilities in children with language delays R. Douglas Greer ; Denise E. Ross |
| title_fullStr | Verbal behavior analysis inducing and expanding new verbal capabilities in children with language delays R. Douglas Greer ; Denise E. Ross |
| title_full_unstemmed | Verbal behavior analysis inducing and expanding new verbal capabilities in children with language delays R. Douglas Greer ; Denise E. Ross |
| title_short | Verbal behavior analysis |
| title_sort | verbal behavior analysis inducing and expanding new verbal capabilities in children with language delays |
| title_sub | inducing and expanding new verbal capabilities in children with language delays |
| topic | Kind Verbal behavior Children Language Kind (DE-588)4030550-8 gnd Sprachstörung (DE-588)4056500-2 gnd |
| topic_facet | Kind Verbal behavior Children Language Sprachstörung |
| url | http://www.loc.gov/catdir/toc/ecip0713/2007011360.html http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015743257&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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