Which of the following ways of approaching intraverbal intervention involves answering questions

DRAFT: This module has unpublished changes.

Introduction to Verbal Behavior (RBT) (1.5 hrs)
Modules

3:41 Kids Say the Funniest Things!

• Language and communicating behaviors are the most complex behavior learned in the animal kingdom.
• Humans have developed the most intricate and elaborate of communicative behavior.
• Scientist have studied the development and evaluation of language in human populations
• Speech and language pathologist study the acquisition of language in its form  instruction
• Linguist study the evaluation and culture aspects of language
• Behavior analyst study how environmental conditions, antecedent, and consequences affect language
• B.F. Skinner broke down language into it basic behavioral elements or functions language he called these elements verbal operant's. (wrote Verbal Behavior book)

5:37 What is Verbal Behavior?

• B.F. Skinner first laid the foundation for the basic principles of behavior analysis in his book (the behavior of organisms) (reinforcement, punishment, stimulus control, extinction and motivation)
• He continue to extend the principles of behavior to language in 1957 in  Verbal Behavior book) this book outlined a very different perspective on teaching language- overall he  emphasize that a word is not just a word, a word has different meanings by the way it is used in context to the environment
• To teach a word you have to teach the concept of the word
• Traditional  views of language may take a structural approach which emphasizes the topography or form of words and sentences
• those who hold such a view attempt to teach language based exclusively on form of the structural of language sometimes have little success, (for instance if you teach a child to name things he or she sees in flash cards, it doesn't necessarily mean that say the word that item or see that item in the environment.
• this traditional approach broke language into two categories  receptive language and expressive language
• the verbal behavior approach further breaks down expressive language based on their function (expressive language includes-echoics, mands, tacts, and intraverbals)
• according to skinner a person does not truly have the concept of a word unless they are able to use the word appropriate across its many functions
• Example to skinner's views on language can be explained with the word fish the meaning is given to the word based upon antecedent as well as the reinforcement, and consequences received after saying it, look at the word from a functional view fish has several meanings.
• EX: (one possible function or meaning of the word fish)

Mand

Antecedent: wants fish

Behavior: says fish

Reinforcement: specific e.g. child is given fish

EX: one can also Echo someone else when they say the word fish: (this type of response was termed echoic behavior by BF Skinner)

Echoic

Antecedent: someone says fish

Behavior: says fish

Reinforcement: social e.g. child is praised 

EX: if a person see a fish but doesn't want it but labes it and says fish

Tact

Antecedent: sences (see, hears, smells, feels, taste)

Behavior: says fish

Reinforcement: social e.g. someone says "yes, that is a fish" 

EX: when a person says fish and that behavior is controlled by another's verbal behavior

Intraverbal

Antecedent: someone's else verbal behavior, someone else says "what kind of pet do you have"

Behavior: says fish

Reinforcement: social e.g. someone says "wow, that's cool" 

* the implication of skinner's functional analysis of language is that one cannot assume that teaching an individual to utter a word under one set of conditions will result in their ability to use the word in another set of conditions

• For example just because a person can ask for fish when she or he wants some does not mean that a person can automatically answer questions about a fish when it is not present
• Many styles of teaching tend to teach one operant of language at a time
• However teaching the use of a word across multiple operant's can increase generalization and increase functional use of the word
• This focus on the reasons why words are said allows us to not only teach the learner to use words to communicate but allows to teach actual concepts on meaning of words that can lead to conversational language in our children

2:11 The Echoic

• The echoic operant occurs when a person repeats what he has heard it is also termed vocal imitation
• There are characteristics that make an echoic unique

* 1) the person emitting the echoic is repeating what was heard

The is an auditory SD or discrimitive stimulus

* 2) The consequence of echoic behavior is non-specific reinforcement (this can be anything that increase the behavior that is not the object being said)

• Having echoic behavior can be used to teach other operant's such as mands, tracts and intervebals, and it's a predictor of the best outcomes

EX: mother say balloon to the child is the antecedent,  the behavior is the same word as the SD, and the consequence of the behavior was non-specfic reinforcement (the child was not given a balloon but was given praise and attention)

• The mand is very important verbal operant other ways referred to a mand are demand, command, asking or requesting.
• The mand is usually the first operant to develop in typically developing children, asking for what one wants and then as a consequence getting it give immediate reinforcement of using communication.
• Mand training should be an intricate part of behavior intervention and is usually the best part to start as the training directly benefits the speaker or learner.

There are 3 basic features that make MANDs Unique

*1) it is occasioned by motivation, such as being thirsty

• In the antecedent of a mand the learner wants something, he as motivation to get access to something (in behavior analysis this is referred to as motivation operant or MO)
• MO are very important to consider when using behavior analysis to increase the use of mands
• Alternating the environment to create frequent and valuable MOs will increase the success of mand training

*2) It leads to a specific reinforcer such as a drink

• the outcome to each mand is specific to that mand
• the consequence for a mand is specific reinforcement  (this means speaker get what she or he asks for or asks to be removed or terminated)

*3) the mand works primarily for the immediate benefit of the speaker: the person who requested the drink obtains the drink

• this is the only verbal operant speaker benfits from the behavior ( the person who orders food gets food, the person who says stop receive the termination of an undesired condition)

* sometimes mand result in getting tangibles such as food or actions, but they also result in getting information that is valuable or attention one wants

3:22 The Tact

• the word TACT comes from the word contact- meaning coming into contact with environment through one of our senses.
• The antecedent for Tact is a non-verbal stimulus in the environment
• the tact is unique in that is inlisted by a non-verbal sensory stimulus  - you can see, hear, smell, feel, and taste something that is fault by a verbal responses or the label for the item which was tacted.
• Examples of tacts are saying popcorn when you see popcorn, saying popcorn when you smell popcorn, or saying popcorn when you taste popcorn.
• when we label attributes or features of objects we also call these tacts (I smell popcorn, I hear popcorn popping, mmm this popcorn taste good, its hot) (see, smell, hear, taste, feel)
• we can tact function of objects -popcorn is for eating, i eat popcorn when I watch a movie
• we can tact the class or category of words- popcorn is a snack,
• the tact is much different than a mand as it does not result in a specific reinforcement
• the consequence for the tact is not related to what was said
• examples of nonspecific reinforcement  is anything that increases our behavior that is not the object that was labeled- this can include praise, nodding yes with your head, and other forms of social attention.
• when a child says dog when seeing a dog it may be followed by you're right! that is a dog!
• reinforcement maybe more subtle such as glance in that direction or a smile.

1:14 Intraverbal

• When responding to conversational questions, you are engaged in interverbal behavior
• Like Echoic behavior the antecedent for interverabal behavior is a verbal stimulus.
• Although not necessarily vocal- people can engage in conversation through text or sign, or even gestures
• Interverbal response does not duplicate the antecedent vocal behavior- meaning the response is different than the stimulus
• The consequence for interverbal is also non specific reinforcement- and usually the consequence can be another question, statement, smile or headnod.

2:48 Listener Responding

• Some verbal behavior is not necessarily verbal at all, but controlled by others verbal behavior
• Listener response involves responding to the mands of another  
•  Listener response is appropriate the learner is responding as a listener 
• A common name for this form of language is receptive language 
• for example smiling, following ones direction is a listener response to someone saying smile.
• the listener response does not include verbal behavior such as talking, sign language, or any other form of verbal behavior
• Exampling of listener responding includes- touching a picture or object when it is named, looking at an item when it is named, and following directions.
• sometimes receptive language is treated as a prerequisite to expressive language
• Some professionals believe that receptive language is easier to learn or comes before expressive language. this is not always the case when it comes to children with disabilities, often learn language out of developmental sequence
•  receptive identification task can involve multiple responses from the learner

*1) the learner must listen and recall the mand of the teacher or the instruction

*2) the learner needs to scam the array

*3) then he needs to selected the match with his eyes

*4) then hand it to the instructor

• some children will learn words expressively, maybe through a tact or mand, befoe they learn the word receptively

2:57 Match to Sample and Imitation

• Children began to discriminate items by comparing the similarities and differences
• They can match things with things they have seen before and use the words they already know.
• Being able to match and visually discriminate items will support the child's acquisition of verbal behavior
• Usually match to sample starts with the learner being presented with a stimulus, usually a picture or object , he then is given the verbal direction "match or put with the same", the learner then responds by putting the stimulus near or on another item/ picture that shares the same characteristic

Imitation

• imitation is another skill that supports verbal behavior
• imitation normally involves coping another person movement
• like echoic behavior the individual mimic the behavior of another person but with imitation (the behavior isn't vocal)
• The response is not a vocal verbal response but a non vocal response with specific movement
• When learners develop the ability to imitate others it allows for learner to learn directly from coping a model such as a typically developing peer

Which of the following is an example of Intraverbal?

Which of the following is an example of Intraverbal quizlet?

Which of the following is an example of a mand?

When using a lag schedule of reinforcement for Intraverbal training reinforce after quizlet?