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Chapter 4 and 11 Notes

by: Carmen Thomas

Chapter 4 and 11 Notes 683

Carmen Thomas
GPA 3.77

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Chapter 4: Elementary Behavioral Intervention Strategies Chapter 11: Picture Exchange Communication System
Practicum in Autism Spectrum Disorder
Dr. Shannon Titus Dieringer
Class Notes
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This 3 page Class Notes was uploaded by Carmen Thomas on Sunday January 31, 2016. The Class Notes belongs to 683 at Ball State University taught by Dr. Shannon Titus Dieringer in Spring 2016. Since its upload, it has received 38 views. For similar materials see Practicum in Autism Spectrum Disorder in Linguistics and Speech Pathology at Ball State University.

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Date Created: 01/31/16
Carmen Thomas SPCE 683 Notes Chapter 4: Elementary Behavioral Intervention Strategies 4 components of Discrete Trial Instruction, also known as Discrete Trail Training:  Discriminative Stimulus- instruction or command  Response  Consequence  Intertrial interval Consider  Should a prompt be used?  Form of instruction  Consequence- does it serve as reinforcer? Is it appropriate  Massed trials  Including mastered skills with novel skills Behavioral Treatments of ASD  Discrete Trial Instruction  Shaping  Modeling  Antecedent strategies  Differential reinforcement DTI is not always the best choice, depending on the individual. Behavioral Tools for Identifying target communication skills and social skills  Assessment of basic language and learning skills revised (ABLLS-R)  Verbal behavior milestones assessment and placement program (VB MAPP) Behavior techniques  Operant conditioning- interaction between behavior and consequences  Motivational operations- antecedents that increase value of reinforcer Discrete Trial Instruction  Important component of ABA  teach child to attend to environmental cues  Instructor has total control over environment  Instructor understands child's skill level  Maintain child motivation using maintenance interspersal Carmen Thomas SPCE 683 Notes Verbal Behavior Mand- known as demand, command, asking or requesting  Antecedent- MO, such as cookie  Behavior- Child says "cookie"  Consequence- Child is given a cookie Echoic- verbally imitating what another person is saying, also known as vocal imitation.  Antecedent- Teacher says "cookie"  Behavior- Child says "cookie"  Consequence- Child is praised Tact- coming in contact with an object in environment through senses.  Antecedent- Child sees, smells, touches, etc. cookie  Behavior- Child says "cookie"  Consequence- Teacher says "It is a cookie" Intraverbal- responding to conversational questions.  Antecedent- Someone says "What kind of cookie is that?"  Behavior- Child says "cookie"  Consequence- Attention, "wow, neat" DTI combined with early intensive behavior intervention  Parents can effectively implement  Lovaas study  Improves joint attention skills  Uses additional behavioral techniques  Errorless learning bs. trial and error  Presentation of teaching materials  Interspersal and varied trials  Generalization  Data collection to support decision making Carmen Thomas SPCE 683 Notes Chapter 11: Picture Exchange Communication System Picture Exchange Communication System (PECS)-  Picture/icon based communication  Recognized as emerging treatment by National Standards Project  For those who are nonverbal or have limited communication abilities  Augmentative and alternative communication system  Encourages self-motivated requests  Reinforces learner by delivering item/activity they request  Can be used in various settings  Promotes skill generalization Six training phases- table 11.1  Physical Exchange  Expanding spontanaity  Discrimination training  Expand requests  Respond to "what do you want?"  Comment- "I see", "I want" Most appropriate for individuals with  ASD  PDD  Rett Syndrome  Child disentegrative disorder Formal assessments used to measure communication skills  Test of Early Language Development  Brigance Diagnostic Inventory of Early Development  Assessment of social and communication skills for children with autism  Assessment of basic language and learning skills Benefits of PECS  increases independent requests  decreases challenging behaviors


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