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| On Becoming Fully Verbal |
| Saturday, May 23, 2015 |
| 8:00 AM–11:00 AM |
| 213B (CC) |
| Area: AUT/VBC; Domain: Applied Research |
| CE Instructor: Richard E. Laitinen, Ph.D. |
| GLADYS WILLIAMS (CIEL, SPAIN), RICHARD E. LAITINEN (Educational & Developmental Therapies) |
| Description: The purpose of this workshop is to describe and review the required contingency progression that allows a learner to become fully verbal as both a speaker and listener. Research has shown that basic prerequisites greatly enhance an individual's development of functional verbal behavior. These skills include: visual and auditory attending to the instructor and instructional materials, discriminating voices and faces, and naming (the integration of speaker/listener repertoires). This workshop will provide an overview of teaching procedures that develop the foundation repertoires needed for becoming a fully verbal learner. The range of topics will include an overview of basic respondent and operant operations relevant to verbal behavior programming, strategies developed to (1) establish various joint attending skills and repertoires, (2) conditioning auditory and visual stimuli to have value, and (3) the development of emergent speaker and listener repertoires through an integration of verbal behavior and Relational Frame Theory programming. In summary, workshop attendees will learn a structure for gradually increasing the sophistication and complexity of programming that promote learners to becoming fully verbal. |
| Learning Objectives: At the end of the workshop, participants should be able to: (1) identify behavioral operations utilized in various types of verbal behavior programming; and (2) be able to explain a structure for gradually increasing the sophistication and complexity of programming that promote learners to becoming fully verbal. |
| Activities: I. An overview of pre-requisite skills (20 minutes) a. review of basic behavioral operations, b. review of operant and respondent contingencies and their relevance to verbal behavior programming, c. overview of operant and respondent contingencies in typical child development, d. (videos of echoic and joint attending conditioning), e. conditioning stimuli to have value via operant and respondent contingencies, f. pre-requisite programs in the curriculum, g. (videos of group and one-to-one conditioning of toy play). II. The acquisition of an echoic repertoire (20 minutes), a. review of standard procedures, b. echoic repertoire, c. videos practice. III. speaker reperotire mands and tacts (20 minutes) a. mands--protocols, b. tacts--protocols c. videos practice. IV. rapid tacting (20 minutes) a. rappers' song, b. protocol--how to prepare materials, c. videos--practice. V. Autoclitics-components (20 minutes) a. what are autoclitics, b. protocols--curriculum, c. videos. VI. becoming fully verbal--listener competencies (40 minutes) a. relational frame theory, b. video examples of RFT programming. VII. becoming fully verbal (20 minutes) a. diary--how to develop it, b. how to incorporate the family c. Videos. VIII. questions (20 minutes). |
| Audience: Speech therapists, psychologists, master-degree level ABA students, and board-certified behavior analysts. |
| Content Area: Methodology |
| Instruction Level: Intermediate |
| Keyword(s): Autism, Language, Verbal behavior |