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Verbal Behavior Analysis: Inducing and Expanding New Verbal Capabilities in Children with Language Delays, 1st edition
Published by Pearson (May 1, 2007) © 2008
- R Douglas Greer
- Denise E. Ross
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| 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
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| 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 |
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| 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
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| 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
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| 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
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| 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 |
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| 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 |
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