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| Verbal Behavior Development Protocols: The Foundations of Language Development From Imitation to Naming |
| Friday, May 22, 2015 |
| 8:00 AM–3:00 PM |
| 212A (CC) |
| Area: VBC; Domain: Applied Research |
| CE Instructor: Lin Du, Ph.D. |
| SUSAN BUTTIGIEG (Teachers College, Columbia University), Lin Du (Teachers College, Columbia University), Laura E. Lyons (Teachers College, Columbia University), Amanda C. Philp (Teachers College, Columbia University), Erika Byers (Teachers College, Columbia University) |
| Description: This workshop will target the cusps/capabilities of generalized imitation, listener literacy, auditory matching, observational learning, and naming. For each cusp, the presenter will target the following: candidates for the procedure, additional programs, probe procedures, intervention procedures, sources of reinforcement, and changes in sources of reinforcement and programming once the cusp is induced. Additionally, methods of teaching before and after the cusp is induced will be discussed. |
| Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) identify candidates for each procedure; (2) determine whether each cusp is present; (3) know how to intervene effectively; and (4) know how to script appropriate programming once cusp is induced. |
| Activities: (1) Each presenter will describe candidates for each procedure; (2) the learners will view videos for probe and intervention procedure; and (3) after each presenter/topic, the learners will break into pairs and act as teacher and student. |
| Audience: The target audience for this workshop includes BACB certificants and licensed psychologists, behavior analysts, speech therapists, supervisors, or paraprofessionals who are working with children with and without disabilities. Participants should be well-versed in the vocabulary of the science of behavior, including basic verbal operants. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): CABAS(R), cusps, protocols, verbal operants |