Teaching Language to Young Children. Functional Analysis and Intervention

Transcription

1 Teaching Language to Young Children Functional Analysis and Intervention

2 Verbal Behavior B.F. Skinner s Operant Analysis of Language

3 No black scorpion is falling on this table. Sir Alfred North Whitehead

4

5

6

7

8

9

10

11

12

13 Greenspoon (1955) Conger & Killeen (1974)

14 Conger & Killeen. (1974). Use of concurrent operants in small group research: A demonstration. The Pacific Sociological Review.

15 Goldstein et al. (2004). Social interaction shapes babbling: Testing parallels between birdsong and speech. Proceedings of the National Academy of Sciences. Figure 4

16

17 Skinner s Functional Taxonomy of Verbal Operants

18 The Verbal Operant MO S D Topography Socially Mediated A B C Antecedent Behavior Consequence The verbal operant is the unit of analysis.! It is an analysis of form and function.

19 FUNCTION 1. The demonstration that one variable changes as a result of changes in another variable. There is a functional relation between task difficulty and disruptive behavior.! 2. The consequence that is produced by behavior that maintains (reinforces) the behavior. The function of the disruptive behavior is escape.

20 Elementary Verbal Operants

21 Elementary Verbal Operants Form of the response

22 Four Elementary Operants Echoic : Repeat Saying don t touch me after your brother says don t touch me. Mand : Request Asking for water when thirsty. Tact : Label Saying nimrod upon seeing Jenny McCarthy Intraverbal: Conversation Saying Dr. Normand when asked Who s the coolest?

23 ECHOIC S D :! Verbal (vocal) stimulus! R:!! Vocal with point-to-point correspondence! S r :! Generalized conditioned reinforcement Hear Water > Say Water > That s right! Hear Music > Say Music > Yes, music!! ECHOIC

24 MIMETIC S D :! Verbal (manual) stimulus! R:!! Verbal (manual) with pt-to-pt correspondence! S r :! Generalized conditioned reinforcement > > MIMETIC

25 Drive and the Motivating Operation Keller and Schoenfeld (1950): Drive refers to a relation between certain environmental variables and certain changes in behavior. E.g., Food deprivation! Michael (1982) An Establishing* Operation (EO) is any environmental variable that 1. Increases the current reinforcing effectiveness of some stimulus, object, or event. 2. Increases the current frequency of all behavior that has obtained that stimulus, object, or event in the past.

26 The Four-Term Contingency Motivating Operation A B C SD (evokes) Behavior (response class) Consequence (strengthens or weakens)

27 MAND *!! Motivating operation! R:!! Verbal! S r :! Specific to MO Water deprived > Say Water > Get water! Loud music > Turn that down > Soft music!! MAND

28 TACT S D :! Non-verbal stimulus! R:!! Verbal! S r :! Generalized conditioned reinforcement Water > Say Water > Right, that is water! Loud music > That is loud > Yes, it is!!! TACT

29 INTRAVERBAL S D :! R:!! S r :! Verbal stimulus! Verbal with no pt-to-pt correspondence! Generalized conditioned reinforcement It s raining > We ll get wet > Yes we will! Good music > I like it loud > Me, too!!! INTRAVERBAL

30

31 Toward a Functional Analysis of Verbal Behavior

32

33 FA: General Strategy Several analogue conditions alternated according to a multielement experimental design. Arranged to test for social positive reinforcement, social negative reinforcement, and automatic reinforcement. Alone Attention Escape (Demand) Control (often Play ) Tangible*

34

35

36 VB FA: General Strategy Several analogue conditions arranged based on Skinner s (1957) taxonomy, each with a matched control condition. Mand Tact Intraverbal Matched Control Echoic*

37 MAND Test Control Pre-session Object unavailable for 60 min Object available for 60 min Start of session Object shown to child then placed out of sight Experimenter in close proximity Object available throughout session Experimenter seated on the other side of the room Contingent Brief (20 s) access or a small piece of food No programmed consequences Other Prompt ( What do you want? ) every 20 s if no response. Item shown every 1 min if no response Food items replenished throughout session

38 TACT Test Control Pre-session Object available for 60 min Object available for 60 min Start of session Object available throughout session Experimenter in close proximity Object not present Experimenter seated on the other side of the room Contingent Brief praise (but name of object not used) No programmed consequences Other Prompt ( What is it? ) every 20 s if no response. Food items replenished throughout session

39 INTRA- VERBAL Test Control Pre-session Object available for 60 min Object available for 60 min Start of session Object not present Experimenter in close proximity Every 20 s, the therapist delivered relevant phrase that did not contain the vocal response. Object not present Experimenter in close proximity Every 20 s, the therapist delivered irrelevant phrase that did not contain the vocal response. Contingent Brief praise (but name of object not used) No programmed consequences

40 ECHOIC Test Control Pre-session Object available for 60 min Object available for 60 min Start of session Object not present Experimenter in close proximity Every 20 s, the therapist stated the name of the object. Object not present Experimenter seated on the other side of the room Contingent Brief praise (but name of object not used) No programmed consequences

41 Lerman, Parten, Addison, Vorndran, Volkert, & Kodak (2005). A methodology for assessing the functions of emerging speech in children with developmental disabilities. Journal of Applied Behavior Analysis, 38, Tact Intraverbal Mand

42 Lerman, Parten, Addison, Vorndran, Volkert, & Kodak (2005). A methodology for assessing the functions of emerging speech in children with developmental disabilities. Journal of Applied Behavior Analysis, 38, Intraverbal Mand Tact

43 Normand, Severtson, & Beavers. (2008) A functional analysis of non-vocal verbal behavior in a young child with autism. The Analysis of Verbal Behavior, 24, Rate of Signs Per Minute Control Tact Mand Mimetic Session

44 Normand, M. P., Machado, M. A., Hustyi, K. M., & Morley, A. J. (2011). Infant sign training and functional analysis. Journal of Applied Behavior Analysis, 44, Frequency of Independent Signs BL Sign Training BL ST Bst Sessions

45 Normand, M. P., Machado, M. A., Hustyi, K. M., & Morley, A. J. (2011). Infant sign training and functional analysis. Journal of Applied Behavior Analysis, 44, % Mand Mim Tact Mand Tact Mim Mand Mim Tact % of Trials with Independent Signs 75% 50% 25% 0% Sessions

46 IMPLICATIONS? Assessment of existing language repertoire Evaluation of language acquisition programs Basic research Translational research