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Relias: Introduction to Verbal Behavior

by: Alyssa Notetaker

Relias: Introduction to Verbal Behavior SPCE 689

Marketplace > Ball State University > Special Education > SPCE 689 > Relias Introduction to Verbal Behavior
Alyssa Notetaker
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About this Document

Here are some notes regarding the first Relias video
Verbal Behavior
Dr. Catagnus
Class Notes




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This 2 page Class Notes was uploaded by Alyssa Notetaker on Tuesday January 12, 2016. The Class Notes belongs to SPCE 689 at Ball State University taught by Dr. Catagnus in Fall 2016. Since its upload, it has received 284 views. For similar materials see Verbal Behavior in Special Education at Ball State University.

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Date Created: 01/12/16
Relias Learning: Introduction to Verbal Behavior  Kids Say the Funniest Things o Language is the most complex skill learned by humans in the animal kingdom. Most intricate and elaborate behavior. Many professions study various aspects of language and how it affects our lives. Verbal Operants: components of language.  What is Verbal Behavior? o A word has different meanings by the way it is used in the context. When teach a word, also need to teach the topography/form. Can’t just teach word via flashcard – word needs to take meaning so child will be able to name it when seen in the environment. Receptive Language Expressive Language Echoics Mands Tacts Intraverbals Person doesn’t have word unless can use it across many functions. Ex. Fish – can have several meanings. Mand: Antecedent (Motivation); Reinforcer (Specific) Echoic: Antecedent (Someone else says it); Reinforcer (Social) Tact: Antecedent (Sense); Reinforcer (Social) Intraverbal: Antecedent (Someone else’s verbal behavior); Reinforcer (Social) Even though can use words in one situation, doesn’t mean individual can use the words in a different situation. Very important to teach function of word and doesn’t have to teach one function at a time.  The Echoic o Repeating what has been heard (vocal imitation). Characteristics: 1. Person who is being echoic is repeating what was heard uses auditory SD 2. Consequence of echoic behavior is nonspecific reinforcement  anything that increases the behavior that is not the object being said. 3. Can be used to teach other forms (mand, tact, intraverbal) – has best outcomes  The Mand o Demand, command, asking, or requesting. First operant to develop in typically developing children. Asking for something and then receiving it reinforces language. Integral part of behavior training and is used in beginning because benefits learner and speaker. What makes mand or request unique? 1. It is occasioned by motivation: Use MOs to increase use of mands  frequent valuable MOs 2. It leads to a specific reinforcer: speaker gets what asked for. 3. The mand works primarily for the immediate benefit of the speaker. Sometimes tangible and sometimes not (attention)  The Tact o From “contact” – coming into contact with environment through one of our senses. Antecedent  nonverbal sensory stimulus. Can tact the noun with other words. Response is not related to what was said  Just increases behavior – can be praise or social attention.  Intraverbal o When responding to conversation or question. Can be text, sign, or gestural. Response is different than stimulus.  Listener Responding o Learner responds as a listener. Listener’s response does not involve verbal behavior. Ex: touch picture or object when named, looking at item when named, and following directions. Sometimes use as prerequisite for expressive language. Antecedent – controlled by other’s behavior. First learner must listen and recall mand of teacher or instruction. Then learner needs to scan the area and select match – sequential. Some learn expressively before receptively.  Skills that Support the Acquisition of Verbal Behavior o Children discriminate based on similarities. Use words already know. Present with stimulus (picture/object) and is then given direction to match or put with same. Put with item that shares similar characteristics. Imitation (Mimetic): copy another person’s behaviors – behavior isn’t vocal. Response is a nonvocal response with specific movements.


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