|Verbal Behavior Development Protocols: The Foundations of Language Development From Imitation to Naming
|Friday, May 23, 2014
|8:00 AM–3:00 PM
|W175c (McCormick Place Convention Center)
|Area: VRB; Domain: Service Delivery
|CE Instructor: Derek Jacob Shanman, Ph.D.
|DEREK JACOB SHANMAN (Teachers College, Columbia University), SUSAN BUTTIGIEG (Teachers College, Columbia University), TIMOTHY MICHAEL YEAGER (Teachers College, Columbia University), LAURA E. LYONS (Columbia University), CRYSTAL LO (Teachers College, Columbia University), AMANDA C. PHILP (Teachers College, Columbia University), HALEY PELLEGREN (Teachers College, Columbia University)
|Description: Often children with disabilities are missing prerequisite repertoires necessary to acquire language. Recent research has led to the identification of crucial pre-verbal or verbal developmental cusps. Further, successful establishment of these missing cusps has led to an acceleration in learning and further language development. Certain cusps are considered major developmental milestones that allow children to advance through various stages of verbal behavior development. These prerequisites include induction of generalized imitation, the acquisition of a fluent listener repertoire, the induction of hear/say correspondence, the joining of listener and speaker repertoires, and reinforcement for learning new operants through observation of peers. This workshop will provide participants with the theoretical and practical knowledge to identify which of these verbal developmental cusps are present in a child's repertoire, and which are missing. Participants will also acquire mastery of protocols necessary to establish or enhance missing foundational cusps necessary for development of subsequent verbal behavior. Protocols to be covered in this workshop include generalized imitation, the listener emersion protocol to induce listener literacy, the auditory matching protocol to induce hear/say correspondence, multiple exemplar instruction across listener and speaker behaviors to induce naming, and the yoked contingency game board to induce observational learning of new operants.
|Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) define generalized imitation, listener literacy, hear/say correspondence, naming, and observational learning; (2) analyze pre- and post-intervention probe data and identify when there is, or is not, a need to implement the protocols to induce generalized imitation, listener literacy, hear/say correspondence, naming, and observational learning; and (3) implement, take data on, and tact criterion level responding for the mirror protocol to induce generalized imitation, the listener emersion protocol to induce listener literacy, the auditory matching protocol to induce hear/say correspondence, the multiple exemplar instruction across listener and speaker behaviors protocol to induce naming, and the yoked contingency game board protocol to induce observational learning.
|Activities: Workshop objectives will be met through a balance of lecture, video demonstration, and small group guided practice. Core content will be taught through lecture and video demonstrations, with mastery being attained through guided practice and measured through intraverbal and written responses.
|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 and have some understanding of verbal behavior, including basic verbal operants. Graduate students are encouraged to attend.
|Content Area: Practice
|Instruction Level: Intermediate
|Keyword(s): Generalize Imitation, Naming, Observational Learning, Verbal Capabilities