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PlacementProgram(TheVBMAPP):FieldTestData
fromTypicalChildrenandChildrenwithAutism
Chair:MarkL.Sundberg
Presenters:MarkL.Sundberg&LisaHale
MikeMiklos
WilliamA.Galbraith
TheVBMAPP:AnOverviewandFieldTestData
fromCalifornia,Indiana,andOregon
MarkL.Sundberg,CarlT.Sundberg&LisaHale,
TheRootsofa
VerbalBehaviorAssessment
Skinnersanalysisofverbalbehavior(1957)
Happy50thAnniversary!
JackMichael,teacherofSkinnersanalysisofverbalbehavior
(startingin1955)
JosephSpradlin,applicationstothedevelopmentallydisabled
TheParsonsLanguageSample(1963)
ThePurposeofaLanguageAssessment
ThePurposeofaLanguageAssessment
ThePurposeofaLanguageAssessment
ThePurposeofaLanguageAssessment
ThePurposeofaLanguageAssessment
Determinetheoperantlevelofachildsverbal(andrelated)skills
Comparetotypicallanguagedevelopmentdata
Identifylanguageacquisitionandlearningbarriers
Ifandwheretobeginintervention(placement)
EstablishIEPgoals
Designanindividualizedcurriculum/interventionprogram
Teachingstrategies(e.g.,AC,DTTNET,inclusion,inhome)
Istheinterventionprogramworking?Whyorwhynot?
Atooltodemonstratelearning,trackprogress,makechanges,
provideoutcomemeasures
BehavioralLanguageAssessment
Theverbaloperantisthefunctionalunit(formandfunction)
Environmentalvariablesareviewedastherelevantsourcesof
controlforverbalresponses,ratherthancognitiveorbiological
variables
Eachverbaloperantinvolvesseparatesourcesofcontrol
(independentvariables),thuseachmustbeassessed
Mostverbalresponsesareundermultiplesourcesofcontrol
Morecomplexverbalbehavioriscomprisedofvarious
combinationsoftheverbaloperants
Speakerandlistenerasseparaterepertoires
Criterionreferencedassessment
VerbalBehaviorMilestonesAssessment
andPlacementProgram:
TheVBMAPP
BasedonSkinners(1957)analysisofverbalbehavior
Basedontypicallanguagedevelopmentmilestones
By identifying milestones, as opposed to a task analysis of
individual skills, the focus can be sharper, and the direction clearer
Fieldtestdatafromapproximately60typicallydevelopingchildren
Fieldtestdatafromover100childrenwithautism
Thebodyofempiricalresearchthatprovidesthefoundationof
BehaviorAnalysis
EmpiricalresearchonSkinnersanalysisofverbalbehavior
VerbalBehaviorMilestonesAssessment
andPlacementProgram:
TheVBMAPP
TherearefourcomponentsoftheVBMAPP
TheVBMAPP:SkillsAssessmentcontains165verbalbehavior
milestonesacross3developmentallevels(018mos.,1830mos.,30
48mos.),and16differentverbaloperantsandrelatedskills
TheVBMAPP:SkillsTaskAnalysisprovidesafurtherbreakdown
ofthe16differentskillareasintheformofachecklistforskills
tracking
TheVBMAPP:BarriersAssessmentexamines22commonlearning
andlanguagebarriersfacedbychildrenwithautism
TheVBMAPP:IEPGoalsprovidesover200IEPobjectivesdirectly
linkedtotheskillsandbarriersassessments,andverbalbehavior
interventionprogram(Sundberg,inpreparation)
VerbalBehaviorMilestonesAssessment
andPlacementProgram:
TheVBMAPPSkillsAssessment
VerbalBehaviorMilestonesAssessment
andPlacementProgram:
TheVBMAPPSkillsAssessment
VerbalBehaviorMilestonesAssessment
andPlacementProgram:
TheVBMAPPSkillsAssessment
VBMAPPLevel1:Tact
VerbalBehaviorMilestonesAssessment
andPlacementProgram:
TheVBMAPPBarriersAssessment
Itisimportanttofindoutwhatachildcando(TheVBMAPPSkills
Assessment),butalsoimportanttoknowwhattheycantdo,andanalyzewhy
theycantdoit
The VBMAPPBarriersAssessment is a tool that is designed to identify and
score 22 different learning and language acquisition barriers
Once a specific barrier has been identified, a more detailed descriptive and/or
functional analysis of that problem is required
There are many ways that a verbal repertoire or related skill can become
defective, and an individualized analysis will be necessary to determine what the
nature of the problem is for a specific child, and what intervention program
might be appropriate
VerbalBehaviorMilestonesAssessment
andPlacementProgram:
TheVBMAPPBarriersAssessment
CommonLearningandLanguageAcquisitionBarriers
Instructionalcontrol(Escape/avoidance)
Behaviorproblems
Defectivemand
Defectivetact
Defectivemotorimitation
Defectiveechoic(e.g.,echolalia)
Defectivematchingtosample
VerbalBehaviorMilestonesAssessment
andPlacementProgram:
TheVBMAPPBarriersAssessment
CommonLearningandLanguageAcquisitionBarriers
Defectivelistenerrepertoires(e.g.,LD,LRFFC)
Defectiveintraverbal
Defectiveplayandsocialskills
Promptdependent,longlatencies
Scrollingresponses
Defectivescanningskills
Failuretomakeconditionaldiscriminations(CDs)
Failuretogeneralize
VerbalBehaviorMilestonesAssessment
andPlacementProgram:
TheVBMAPPBarriersAssessment
CommonLearningandLanguageAcquisitionBarriers
WeakoratypicalMOs
ResponserequirementsweakenstheMO
Selfstimulation
Articulationproblems
Obsessivecompulsivebehavior
Reinforcementdependent
Doesnotattendtopeople/materials
ThankYou!
Foranelectronicversionofthis
presentationgoto:
www.marksundberg.com