Verbal Behavior Analysis : Inducing and Expanding New Verbal Capabilities in Children with Language Delays Book

Chapter 1: Verbal Behavior Analysis and Verbal Development

Introduction to Verbal Behavior Analysis

The Relation Between Verbal Behavior Analysis and Basic and Applied Behavior Analysis

Protocols for Inducing New Verbal Capabilities

Selecting a Verbal Topography: Linguistic and Verbal Behavior Contributions

Research in Verbal Behavior Analysis

Developmental Milestones in Verbal Behavior

Chapter 1 Summary

Chapter 1 Endnotes

Chapter 2: Teaching and Learning Verbal Operants and Verbal Developmental Capabilities: Definitions and Measurement

Selecting Verbal Forms and Functions for Instruction

Conducting and Recording Probes

Probe Mastery Criterion, Data Collection and Graphing

Presenting and Measuring Learn Units

Presenting Learn Units

Recording and Graphing Verbal Behavior

Training Graphs

Generalization Graphs

Providing and Measuring Accurate Instructional Decisions

Research 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 Analysts

The Learn Unit Context and Learn Unit Components

The 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 Tactic

Details 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 control

Measuring and Recording Developmental Milestones

Defining Verbal Milestones

Chapter 2 Summary

Chapter 3: Learning to Listen: Induction of the Listener Repertoire of Verbal Development

The Listener Role in Verbal Behavior

Instructional Sequence for Teaching Listener Repertoires

Basic Listener Literacy

Sequence of Interventions to Induce Basic Listener Literacy (Table 3.1)

Developing Initial Instructional Control: Five Basic Attentional Programs

Protocol 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 Responses

Other 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 Steps

Inducing the Listener Component of Naming

Chapter 3 Summary

Chapter 3 Endnotes

Chapter 4: Basic Teaching Operations for Early Speaker Functions

The Behavioral Functions of the Speaker

Parroting and Echoics

Establishing Operations and Mands

Tacts

Similarities and Differences between Mand and Tact Instruction

Echoic-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 Tacts

Alternative Procedures for Teaching Echoic-to-Mand and Echoic-to-Tact Responses

Stimulus-stimulus Pairing Procedure

Rapid Motor Imitation

Speaker Immersion

Inducing Transformation of Establishing Operations Across Mand and Tact Functions

Naming

Basic Visual Discrimination to Occasion the Advancement of Speaker and Listener Repertoires

Inducing Full Naming

The Importance of Tacts

Procedures for Rapid Expansion of Tacts through Direct Contact with Learn Units

Chapter 4 Summary

Chapter 4 Endnotes

Chapter 5: Inducing Advanced Speaker Functions and Correcting Faulty Vocal Behavior

Advancing Key Verbal Capabilities

Inducing and Expanding Tact and Intraverbal Capabilties

Tact Capabilities

Intraverbal Capabilities

Capability 1: Acquisition of new tacts by direct learn units

Capability 2: Recruitment of new tacts by using "wh" and "how" questions

Capability 3: Acquisition of new tacts incidentally via naming

Capability 4: Learning tacts from observation or indirect contact with contingencies received by others

Learning 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 Protocol

Intraverbal Capabilities and Social Interaction

Conversational Units

Capability 5: Learning Intraverbal Functions of Self-Talk

Capability 6: Acquisition of conversational units and related speaker-listener exchanged

Pre and Post Assessment for Conversational Units and Sequilics

Acquiring 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 Probes

Production program for emission of appropriate talking

Replacing 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 Responding

Replacing Vocal Stereotypy with Functional Verbal Behavior

Assessing the function of vocal stereotypy

Tact Protocol to Replace Palilalia

Chapter 5 Summary

Chapter 5 Endnotes

Chapter 6: Reading and Writing: Print-Goverened and Print-Governing Verbal Behavior

Scope and Purpose of the Print Control Chapter

Book Conditioning Protocol

Stimulus-Stimulus Pairing Training/Test Trials for Conditioning Stimuli as Reinforcers for Observi

Probes for Conditioning Reinforcement for Observing Books

Word-Picture Discrimination and Matching

Tactics for Teaching Word-Picture and Matching Discrimination

Using the Edmark ® Reading Series

Reading Comprehension from Hearing One's Own Textual Responses

Multiple Exemplar Instruction Auditory and Visual Components of Reading Responses

Adding Print Stimuli to the Joint Control over Speaker and Listener Responding in the Naming Capability

Phonetic Reading for Textual Responding: Acquiring the Topography

Using the Auditory Matching Protocol in Solving Phonetic Reading Difficulties

Motivational Functions of Reading and Writing

Establishing the "Need to Read"

Establishing the Topography of Writing

Establishing the "Need to Write"

Chapter 6 Summary

Chapter 7

Problems in Verbal Development, Current Solutions, and a Trajectory for More Solutions

Foundations 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 Repertoires

Joining 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 Missing

Stages of Verbal Development

A Note on Scientific Evidence

Some Suggested Areas of Further Research