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Applied Verbal Behavior Exercises
posted to General Discussion
in Voices - Exploring Speech, Sign Language, and Augmentative Communication for Kids with Disabilities
on Jun. 1, 2007 at 2:34 PM
- 3 Replies
- 211 Total Views
I am a HUGE advocate of ABA Applied Behavior Analysis. The following are ABA based exercises for the acquisition of Verbal Behavior. If you have questions about how to use ABA in general please feel free to email me. I have been using ABA for 7 years.
STUDENT WILL IMITATE ORAL MOTOR MOVEMENTS
Sd: (Do this); Instructor demonstrates action. Mass trail new tasks to a set of ten. Randomize learned tasks with Errorless Learning, EL, for sets of ten
NR: No response; -: Incorrect; P+: Correct with prompt; +: Correct independently
Task list:
Open Mouth, Stick out Tongue, Put Lips Together, Smile, Pucker, Kiss, Blow, Place top teeth over lower lip, Place tongue on top teeth, Tap teeth together; Move tongue left to right back and forth, Move tongue up and down; Point tongue down toward chin, Point tongue up toward nose, lick lips like removing peanut butter, Push tongue in to inside of cheek
STUDENT WILL IMITATE PLAYFUL SOUNDS
Sd (Do this); Instructor demonstrates playful sound. Mass trial new tasks to a set of ten. Randomize learned tasks with Errorless Learning, EL for sets of ten. NR: No response; -: Incorrect; P+: Correct with Prompt, +: Correct Independently
Task list:
Raspberry lips only; Raspberry tongue protruding, Tongue click, pop mouth,
STUDENT WILL EMIT SOUNDS IN THE PRESENCE OF A PRIMARY STIMULUS
Sd (Talk); The purpose of this program is to have th student recognize and respond tot he teacher's instruction to "talk" by emitting a vocal response. In subsequent programs this skills should be expanded to vocal/verbal imitation. ANY speech sounds are to be given positive reinforcement. Teacher should verbalize/vocalize using toys as prompts (make the car drive or ball bounce) to increase the likelihood of student vocalization. Instructor keeps requesting student response using words such as "let me hear you" use your voice" and provides student enthusiastic praise for correct responses, ((Good talking, you said, (_______)));. Allow student access to the toy being used to stimulate vocal behavior for a goal of 15 seconds.
LONG VOWEL SOUNDS
When presented with a model, student will imitate thelong vowel sound presented, 8 of 10 attempts. Sd: Say (long vowel sound);
Instructional sets:
1. Long o- Physical prompt= gently p lace the thumb and second finger on each of students cheeks, pressing gently until mouth opens. As student begins to respond, pull cheeks forward slightly to encourage rounding of the lips. If necessary, take second hand and gently purse lips by pressing upper and lower lips toward the teeth.
2. Long e- Physical prompt+ with sudent's mouth closed, gently pull corners of mouth back toward cheeks. As student begins to respond, push corners of mouth back to ward the cheeks to produce the "ee" sound.
3. Long a- Physical prom pt= gently open student's mouth approximately 2/3 of the way. As student begins to respond, pull corners of mouth back toward cheeks, while simultaneously gently lifting the jaw to close teeth until a distance of less than 1/2 inch separates upper form lower teeth.
4. Long i- Physical prompt= gently open student's mouth approximately 3/4 to 5/6 of the way. As student begins to respond, pull corn ers of mouth back toward cheeks while simultaneously gently lifting the jaw to close teeth until a distance of less than 1/2 inch separates upper from lower teeth.
5. Long u (OO)- Physical prompt= with students's mouth loosely closed, place thumb and second finger, one on each cheek, and pull forward gently until lips are pursed. If necessary, take a second hand and gently purse lips by pressing upper and lower lips toward the teeth.
SHORT VOWEL SOUNDS
When presented with a model, student will imitate the short vowel sound presented, 8 of 10 attempts. Sd: Say (short vowel sound);
Instructional sets:
1. Short o- Physical prompt = gently place thumb and second finger on each ot the student's cheeks, pressing gently until mouth opens. As student begins to respond, pull down slightly to encourage student to drop tongue to bottom of mouth.
2. Short e- Physical prompt = with student's mouth slightly open, gently pull corners of mouth backwards toward cheeks.
3. Short a- Physical prompt = gently open student's mouth approximately 2/3 of the way. As student begins to respond, gently pull down on student's chin.
4. Short i- Physical prompt = with student's mouth slightly open gently push thumb up under soft part of chin to raise tongue.
5. Short u- Physical prompt =with student's mouth slightly open, grasp chin with thumb and index finger and pull chin toward neck.
STUDENT WILL IMITATE ORAL MOTOR MOVEMENTS
Sd: (Do this); Instructor demonstrates action. Mass trail new tasks to a set of ten. Randomize learned tasks with Errorless Learning, EL, for sets of ten
NR: No response; -: Incorrect; P+: Correct with prompt; +: Correct independently
Task list:
Open Mouth, Stick out Tongue, Put Lips Together, Smile, Pucker, Kiss, Blow, Place top teeth over lower lip, Place tongue on top teeth, Tap teeth together; Move tongue left to right back and forth, Move tongue up and down; Point tongue down toward chin, Point tongue up toward nose, lick lips like removing peanut butter, Push tongue in to inside of cheek
STUDENT WILL IMITATE PLAYFUL SOUNDS
Sd (Do this); Instructor demonstrates playful sound. Mass trial new tasks to a set of ten. Randomize learned tasks with Errorless Learning, EL for sets of ten. NR: No response; -: Incorrect; P+: Correct with Prompt, +: Correct Independently
Task list:
Raspberry lips only; Raspberry tongue protruding, Tongue click, pop mouth,
STUDENT WILL EMIT SOUNDS IN THE PRESENCE OF A PRIMARY STIMULUS
Sd (Talk); The purpose of this program is to have th student recognize and respond tot he teacher's instruction to "talk" by emitting a vocal response. In subsequent programs this skills should be expanded to vocal/verbal imitation. ANY speech sounds are to be given positive reinforcement. Teacher should verbalize/vocalize using toys as prompts (make the car drive or ball bounce) to increase the likelihood of student vocalization. Instructor keeps requesting student response using words such as "let me hear you" use your voice" and provides student enthusiastic praise for correct responses, ((Good talking, you said, (_______)));. Allow student access to the toy being used to stimulate vocal behavior for a goal of 15 seconds.
LONG VOWEL SOUNDS
When presented with a model, student will imitate thelong vowel sound presented, 8 of 10 attempts. Sd: Say (long vowel sound);
Instructional sets:
1. Long o- Physical prompt= gently p lace the thumb and second finger on each of students cheeks, pressing gently until mouth opens. As student begins to respond, pull cheeks forward slightly to encourage rounding of the lips. If necessary, take second hand and gently purse lips by pressing upper and lower lips toward the teeth.
2. Long e- Physical prompt+ with sudent's mouth closed, gently pull corners of mouth back toward cheeks. As student begins to respond, push corners of mouth back to ward the cheeks to produce the "ee" sound.
3. Long a- Physical prom pt= gently open student's mouth approximately 2/3 of the way. As student begins to respond, pull corners of mouth back toward cheeks, while simultaneously gently lifting the jaw to close teeth until a distance of less than 1/2 inch separates upper form lower teeth.
4. Long i- Physical prompt= gently open student's mouth approximately 3/4 to 5/6 of the way. As student begins to respond, pull corn ers of mouth back toward cheeks while simultaneously gently lifting the jaw to close teeth until a distance of less than 1/2 inch separates upper from lower teeth.
5. Long u (OO)- Physical prompt= with students's mouth loosely closed, place thumb and second finger, one on each cheek, and pull forward gently until lips are pursed. If necessary, take a second hand and gently purse lips by pressing upper and lower lips toward the teeth.
SHORT VOWEL SOUNDS
When presented with a model, student will imitate the short vowel sound presented, 8 of 10 attempts. Sd: Say (short vowel sound);
Instructional sets:
1. Short o- Physical prompt = gently place thumb and second finger on each ot the student's cheeks, pressing gently until mouth opens. As student begins to respond, pull down slightly to encourage student to drop tongue to bottom of mouth.
2. Short e- Physical prompt = with student's mouth slightly open, gently pull corners of mouth backwards toward cheeks.
3. Short a- Physical prompt = gently open student's mouth approximately 2/3 of the way. As student begins to respond, gently pull down on student's chin.
4. Short i- Physical prompt = with student's mouth slightly open gently push thumb up under soft part of chin to raise tongue.
5. Short u- Physical prompt =with student's mouth slightly open, grasp chin with thumb and index finger and pull chin toward neck.
Replies:
1-3 of 3 replies
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- by on Aug. 29, 2007 at 11:33 AM
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Great ideas! thank you.
I need some advice!!! Long but bear with me PLEASE! Thanks :).
I had been doing an ABA program in the home with my son. I had a trained, degreed, ABA teacher in the home 2x a month that oversaw the program and adviced me on activities. This was going great!!! At the time I was recieveing spousal support, child support, food stamps, medicaid for the family, and working part itme. The at home program takes too much time to do that - can't work full time as well. It is very expensive also.
The public school programs (I tried 2 diffferent IEPs with them and each time they did not fulfill there end AND did not want to offer what Andrew really needed to begin with anyway.) I even had 2 dgreed specialists write a recommendation on his behalf AND had an Autism/ABA Teacher at the meeting - basically they laughed in the teacher's face. The school said "ABA is not a learning method, it is only a method of DISCIPLINING autistic children." I also contacted an attorney, however she said that her experience with the schools in this area - it would take a lot of time and mediation "legal fees" to accomplish what Andrew needs.
My spousal support ran out and I am back at full-time work and no longer doing the ABA program. Andrew has regressed NOTICEABLY!
What can I do??
Anyone else doing a program in the home. How is it funded? How do you afford to stay at home?
Is there somewhere else in Ohio that I should move to??
I also have considered Florida - some family there - but have not heard good reviews on there schools. Is there somewhere in Florida that I should move to???
Please help with advice if you can!
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- by on Aug. 29, 2007 at 7:36 PM
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Quoting mary3021:
I am going to be brief for now but will write more to you on this later. For now, whatever time you can spend doing some ABA in the evenings will help more than you know. If you can for instance have either two 30 minute sessions or 4 15 minute sessions that would have a major impact. I know the 40 hour week is the suggested target but everything you can do will make a difference.
Great ideas! thank you.
I need some advice!!! Long but bear with me PLEASE! Thanks :).
I had been doing an ABA program in the home with my son. I had a trained, degreed, ABA teacher in the home 2x a month that oversaw the program and adviced me on activities. This was going great!!! At the time I was recieveing spousal support, child support, food stamps, medicaid for the family, and working part itme. The at home program takes too much time to do that - can't work full time as well. It is very expensive also.
The public school programs (I tried 2 diffferent IEPs with them and each time they did not fulfill there end AND did not want to offer what Andrew really needed to begin with anyway.) I even had 2 dgreed specialists write a recommendation on his behalf AND had an Autism/ABA Teacher at the meeting - basically they laughed in the teacher's face. The school said "ABA is not a learning method, it is only a method of DISCIPLINING autistic children." I also contacted an attorney, however she said that her experience with the schools in this area - it would take a lot of time and mediation "legal fees" to accomplish what Andrew needs.
My spousal support ran out and I am back at full-time work and no longer doing the ABA program. Andrew has regressed NOTICEABLY!
What can I do??
Anyone else doing a program in the home. How is it funded? How do you afford to stay at home?
Is there somewhere else in Ohio that I should move to??
I also have considered Florida - some family there - but have not heard good reviews on there schools. Is there somewhere in Florida that I should move to???
Please help with advice if you can!
Many schools will not implement ABA or at least not do it correctly.
I could never have afforded other therapists so I was always IT. Doing discrete trial training and generalization can be a way of interacting with your child while teaching them skills if you are creative with i t. Even though your child will be tired form his school day and you from your work day...maybe with other children in the home too...you can choose a few programs to work on each week and be sure to be consistent when you set aside time for these.
You know how beneficial that the ABA was for your child so now the trick is just how to make ABA still fit into your new schedule. Pick the skills most important to work on and make the generalization activities into a game. When we worked on following single step verbal instructions, for example it resembled Simon Says, and imitating gross motor movements and imitating actions with objects looked like follow the leader. You can make your play moments opportunities for working on social skills and communication too. Social Skills and Communication are the skills I consider the most important in helping our kids, but a book like Behavioral Intervention for Young Children with Autism can help guide you in skills and activities to use for any skill level in all skill domains. You truly are and will always be your child's most knowledgeable and valuable teacher.
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- by on Aug. 30, 2007 at 10:15 AM
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Thank you. Yes I think if I start an after school program that will help.
It is frustrating though because I feel like Andrew's time is being wasted during the day at school!
My son is the one who uses the dynavox (new to it) and the school didn't want to use it for social greeting skills "hi", etc. ----Andrew can't carry it and it would mean more 1:1 to help him carry it around. They feel it is not practical!!!! Now this morning they finally said they would begin to use the dynavox more but we have to change some of his goals -----but back on a lot of them because of time spent with the dynavox. He already is not getting enough and now they want to cut back!!!!! I am next to tears about all this!!!!
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