RBT Skills Acquisition

3 second constant delay

• Instructor give SD "Point to red," and waits 3 seconds for the learner to respond independently. • If the learner does not respond within 3 seconds (or responds incorrectly), instructor provides prompt of pointing to the red card. • Instructor provides praise (greater reinforcement for more independence)

Response prompts

• Several response prompting strategies, including "Most to Least" and "Least to Most" determine which prompt to use based on a hierarchy • Prompt hierarchy: Categorization of prompts based on their intrusiveness • Least-to-most: fading in prompts, starting with the least intrusive prompt needed to obtain a correct response • Most-to-least: fading out prompts, starting with most intrusive prompt needed to obtain a correct response

Chaining Strategies

Chaining strategies are used for chained/complex behaviors versus discrete behaviors behavior chain morning routine example: • Get out of bed • Use the restroom • Start pot of coffee • Choose clothes/dress • Brush hair and teeth • Grab a granola bar and coffee • Collect belongings • Leave the house

Task Analysis Steps

Task Analysis In order to teach a complex/chained behavior, we must first: • Observe the task • Create a Task Analysis: break down the task into observable, discrete steps • Teach the skill step by step example for folding towels: • Take the unfolded towel from the basket • Lay the towel out flat on table • Fold it in half lengthwise • Fold towel in half widthwise • Repeat step 4 • Stack the folded towel

skills acquisition plan

A detailed description of what and how to teach your client Other Common Names: • Teaching plan • Program protocol • Teaching protocol

Graduated Guidance

A variation of Most to Least prompting, typically using a physical "controlling prompt" (prompt which ensures success) to teach behaviors which require physical assistance, and gradually fading the prompt within the routine as the learner begins to acquire the skill • You make moment-to-moment judgments during the trial about the degree of prompting/fading to provide, based upon the learner's response (so assistance varies within trial, unlike most to least which varies across a series of trials). • "Shadow" the learner closely with your hands, then gradually increase distance between your hands and learner as they demonstrate independence. • Pay close attention to the client's movements and immediately provide a more intrusive physical prompt if the learner begins to make an error.

selecting skills

Behavior Analysts will determine need for these programs based on comprehensive curricular or adaptive assessment using tools such as: • Verbal Behavior Milestones Assessment and Placement Program (VBMAPP) • Assessment of Basic Language and Learning Skills (ABLLS-R) • Vineland II or III • Social Skills Rating Scale • The Quality of Life Assessment (PBS assessment) • Or any other assessment tool...

Socially Significant Behaviors

Behaviors that have immediate and long-lasting meaning for the person and for those who interact with that person

listener response/receptive language skills

Completing an instruction: • "Walk the dog please" and the learner walks the dog. • Showing a picture of a dog and a cat and saying "where is the dog?" and the learner points to the dog. • 1, 2, and 3 step instructions with travel or without travel

Contextual Fit

Contextual Fit • In order to increase caregiver (and client) buy in, follow through and collaboration, it is vital to consult with them regarding the "contextual fit" of interventions and goals Contextual fit: • When the values, needs, skills, and resources of stakeholders match the interventions • Designing the most appropriate and effective interventions based on factors related to the individual, setting, support providers, and assessment. • Stakeholders identify the intervention as acceptable, doable, effective, and sustainable

task analysis

If it's a chain, break the complex skill down into small, discrete, specific steps.

time delay

Initially presenting the response prompt simultaneously with the SD, then putting a time delay between the SD and the response prompt. This strategy is usually used for discrete behaviors. • This prompting strategy attempts to prevent errors, and falls under the category of errorless learning" 2 Types: • Constant Time Delay: Fixed amount of time delay • Progressive Time Delay: Systematically and gradually increasing the time delay, often in 1 sec intervals

verbal behavior operants

Mand: • Request for something, someone, or an action • hint to remember: think of the word "demand" • Directly benefits the speaker and specifies the reinforcer • Occurs under conditions of establishing operations (i.e. deprivation or aversive stimulation) • Generally first verbal operant acquired Tact: • Labeling something in the environment that is being contacted with the senses (seeing, hearing, tasting, smelling, touching) • Tacts occur in the presence of nonverbal stimuli and result in some form of generalized/conditioned/nonspecified reinforcer (i.e. praise) • Tacts are strengthened by social reinforcement • Tacts benefit the listener intraverbal: • Talking about things and activities that are not present • Answering a question, filling in a blank, and having conversations where your verbal behavior is controlled by another's verbal behavior and strengthened by social reinforcement. • Some similarities to tacting, but no visual stimulus present • No "point to point correspondence" between verbal stimulus and verbal response • The words emitted by one speaker do not exactly match the words of the other speaker • Typical children acquire this skill around age 2 echoic: • Echoic repertoire is critical for teaching other verbal behavior and for shaping articulation • Belongs to the class of imitative behavior • Can strengthen echoic by targeting other imitation classes (i.e. gross/fine/oral motor imitation, _______ imitation)

Stimulus prompts

Modification of the antecedent stimulus that increases the likelihood of a correct response • This prompting strategy attempts to prevent errors, and falls under the category of "errorless learning" • Common types: Stimulus shaping and stimulus fading • Stimulus shaping: Initially presenting stimuli that are known to the learner, so that correct responding begins immediately, then gradually changing the initial stimuli over successive trials until they undergo a complete physical transformation into the final criterion stimulus • Stimulus Fading: Modifying an element of the target stimulus (i.e. different color, size, shape, position, intensity) or adding an element to the target stimulus ( i.e. labels, pictures) to increase likelihood of a correct response, then gradually fading out the modification/addition. • Modifications are called within-stimulus prompts while additions are called extra-stimulus promp

response prevention

Preventing a learner response that would result in an error. This is another example of "errorless learning" Examples: • Covering/blocking the incorrect stimuli • Client is given a block, told to "match red" and presented with 3 different colored bowls, but all bowls except the red bowl are covered by the instructor's hand • Presenting only the correct stimulus • Client is given a block and told to "match red", but only the red bowl is presented • If the learner reaches towards an incorrect stimulus (before they touch it), instructor physically blocks the learner's hand or removes the incorrect stimulus • Client is given a block, told to "match red" and presented with 3 different colored bowls, the learner reaches towards the blue bowl and it is removed before the learner can touch it

Errorless learning

Preventing errors through prompting • typically used when teaching new skills • Most-to-Least prompting (including Graduated Guidance) • Time Delay • Stimulus shaping • Stimulus fading • Superimposition • Response prevention • Reinforcement occurs more frequently • Learning is typically more enjoyable • Best for developing new foundational skills and skills that are stable/unchanging (1+1=2 always)

criteria

Proficiency of targeted skill across a time period that demonstrates mastery Criteria can differ across different goals The criteria for mastery typically includes: • The level of proficiency desired (i.e. 80% of opportunities, for 5 minutes, 3 times per day, etc.) • Demonstration of proficiency across time (i.e. across 3 consecutive sessions, 4 out of 5 session, for one month, etc.) • Across how many targets or how many trials to indicate the learner can complete the skill reliably • A "trial" is one opportunity for the behavior/skill to be demonstrated • Generalization criteria (more on this in the next slide) Generalization means that the skill can be performed across • People • Settings (places or situations) • Time • Responses/Stimuli different "dogs", "cats", etc.

instructional strategies

Refer to your Skill Acquisition Plan for the strategies to use to teach the skill, which can include: • Error correction and prompting • Chaining strategies • Shaping

discriminiation training

Reinforcing a response in the presence of a stimulus, but not in the presence of that stimulus • As a result, the learner discriminates which responses will be reinforced • Example: If we want a client to discriminate colors, then we reinforce when they touch the red car when we deliver the SD "Touch red", but not if they touch any other color car, and not if they touch the red car when we deliver the SD "Touch green". • Discrimination training results in stimulus control • Stimulus control: when a behavior occurs more often in the presence of one stimulus than it does in the presence of another stimulus. • Example: If the client begins to touch the red car more than the green car when we say "touch red", then the words "touch red" are stimuli that controls the client's behavior of touching the red car

shaping (response shaping)

Shaping: Teaching a new behavior by reinforcing successive approximations of the behavior towards the target behavior • Used when the target behavior doesn't exist or does not meet the desired criteria • Initially reinforce the current closest approximation to the target behavior example: • The learner cannot clearly say "water", so initially just saying "wa" is reinforced. As the learner's pronunciation improves to "wawa", this closer approximation is reinforced, and "wa" is no longer rienforced and so on, until the learner is reinforced only for "water".

preparing for the session: the analyst provdies...

The analyst will provide: • Behavior plan, which includes client background, behaviors, interventions, and goals • Data collection tools, such as data sheets to record data on paper, or log in information to record data electronically using a phone, tablet, or computer. • Written Skill Acquisition Plans for each program • Written behavior protocols for behavior reduction • Visuals necessary for implementation of programs • The analyst (BCBA or BCaBA) will identify skills to target, which will be included in the behavior plan. • RBTs will review the goals and objectives for skill acquisition in the client's behavior plan. • The analyst may give information on the sequence in which to present tasks for different

group/classroom skills

These programs focus on independent functioning in a school or group environment Examples: • Following group instructions • Attention to teacher while reading • Cleaning up when finished with toys • Sitting at a table for 5 minutes during snack

replacement skills

These programs focus on replacing a problematic behavior with a more socially appropriate behavior that meets the same function. These can be from a variety of different domains, but many times, they focus on expressive language Examples: • When given an object that is non-preferred like broccoli, teaching the learner to say "no thank you" instead of screaming • Teaching the learner to mand (request) items instead of pinching • Teaching the learner to say his mom's name or tap her on the knee or shoulder when he wants attention instead of hitting her

NET: incidental teaching

Using NET to teach functional communication skills • Arrange environment to increase motivation to communicate • Wait for learner to initiate an interaction about an item/activity of interest • Request more elaborate language or approximations of speech from the learner, per current goal level • Example: If learner says "water", instructor models "I want water" • Provide the item/activity the learner requested

Least to Most (AKA System of Least Prompt)

Using a prompt hierarchy starting with independence (i.e. performing the behavior with only the SD/natural cue), and gradually increasing intrusiveness of prompts as needed. • Decide upon a constant amount of time to wait (between SD and first prompt, and between subsequent prompts). Wait time should be based on learner/task characteristics, and is generally 3-5 seconds. • Decide how many different prompt levels to use. More levels means more time spent on the task. 3-5 levels is typical. Choose prompt types by learner/task characteristics.

Most to least prompting

Using a prompt hierarchy, start with the most intrusive prompt required for the learner to be successful (called the "controlling prompt") then systematically fade to a less intrusive prompt • Most to least attempts to prevent errors. It is a type of prompting strategy that falls under the category of "errorless learning" • May stay at one prompt level (e.g., model prompt) for several instructional sessions before moving to a less intrusive prompt

prompting

What can we do when an individual needs assistance to complete a task/demand correctly? We can prompt them! Prompts: Provision of additional stimuli that increase the likelihood of correct responses There are 2 Prompt types: • Response prompts: Adding a behavior from the instructor to increase the likelihood of a correct response (i.e. pointing to the correct answer) • Stimulus prompts: Altering the antecedent stimulus to increase the likelihood of a correct response (i.e. the correct answer is bigger than the incorrect answers)

reinforcement (review)

What do we do after correct responses? Reinforce Quick refresher on what you already learned about reinforcement in the Behavior Reduction Module: • Continuous reinforcement (CRF): providing reinforcement after every occurrence of the behavior • Used to reinforce NEW skills • Intermittent reinforcement: providing reinforcement after only some occurrences of the behavior (i.e. after 2 times, after 5 minutes) • Used to generalize and maintain previously learned skills by approximating the reinforcement schedule of the natural environment

condition

circumstances in which skill is used, how we will make the behavior happen naturally • Circumstances in which skill is used • How we will make the behavior happen naturally • How the learner will know when to respond and (more importantly to the learner) if they will interact with reinforcement or not • This is most often called the Discriminative Stimulus or "SD" • The "SD" means that the response has been reinforced in the past. This is a cue for the learner that reinforcement may be available again The "SD" • A good SD is part of the goal itself. It must be clear, and distinguishable from other stimuli in the environment • It occurs as the antecedent and elicits the behavior based on previous conditioning When we are establishing discriminative stimuli (SD), we look at: • What will signal and initiate the skill naturally? • Although skills may require a prompt in the SD/Antecedent initially, we want to always try to include the natural SD

Prompt Fading

gradually removing prompts so that the behavior comes under control of the criterion stimulus in the absence of prompts • Prompt fading transfers stimulus control from the prompt to the natural cue • Prompt Fading is necessary In order to ensure that a skill will be maintained in the natural environment with the natural cues • Both response prompts and stimulus prompts need to be faded Prompt Fading prevents prompt dependency • Prompt dependency: The learner will not initiate a behavior without a prompt. This is sometimes due to reinforcing aspects of prompt (i.e. interaction, physical contact, etc.)

Superimposition

known stimuli are superimposed with are stimuli to increase the likelihood of a correct response. After correct responding begins in the presence of the unknown stimuli, the known (superimposed) stimuli are gradually fade out or shaped, so that the learner eventually responds correctly to the initially unknown stimuli. • Superimposition is paired with the previously discussed strategies of stimulus fading or stimulus shaping • Superimposition is an extra-stimulus prompt because a stimulus is added

change

specific behaviors to be taught in objective, complete, and clear terms Definition of the Skill: • Objective- OBSERVABLE and MEASURABLE! A verb describing an observable action or observable product from the action, without subjective adverbs/adjective (i.e. softly, slowly) • Clear - Everyone that reads the definition will know what the definition means, and everyone observing the behavior/product will agree that the behavior occurred as defined. • Complete - Includes examples of what the behavior does and does not look like

simulus control

when a behavior occurs more often in the presence of one stimulus than it does in the presence of another stimulus Transferring stimulus control: Modifying the antecedent stimuli so that the same response occurs in the presence of new/different antecedent stimuli (SDs) • Prompt fading transfers stimuli control from prompts to natural cues • Transferring control can include many other types of stimuli besides prompts, including people, settings and materials

NET: Pivotal response training (PRT)

• "Pivotal Response Training" is a type of Natural Environment Training (NET) Pivotal Response Training (PRT): Using NET to teach pivotal behaviors Pivotal Areas: • Increasing motivation (provide choice, intersperse maintenance task, provide natural rewards) • Initiations (e.g. "What's that?") • Responding to multiple cues instead of only single cue (i.e. various SDs/stimuli) • Self-management (i.e. identifying if own behavior met reward criteria) Targeting these pivotal areas leads to broad improvements in social skills, communication, academic skills and reducing problem behaviors

increasing effectiveness of NET

• Arrange the environment to increase likelihood of target behavior Examples • Target: Request Help • Place preferred items visible but out of reach on high shelf • Remove batteries from preferred toys • Put preferred items inside tightly closed containers • Lay out train track with difficult interlocking pieces • Target: Request Water • Go play outside, then drink bottle of water in front of learner and comment on how refreshing it is • Target: Request Toy • Play with preferred toy in front of client and how comment on how cool it is • Target: Gain Attention • Turn back to client and orient head/eyes down, while playing with preferred item and how commenting on how cool it is

Steps of Graduated Guidance

• Before a teaching trial, do an assessment/probe to determine the amount of physical guidance that is required to help the learner perform each step of the task (the "controlling prompt"). • During a teaching trial, make moment-to-moment modifications of the controlling prompt level to reduce intrusiveness as possible, and increase when necessary • Across successive trials, fade out the prompts as quickly as possible from most-to-least. Tips: • Providing physical prompts from behind the individual often allows for more natural movements to be taught. • If resistance occurs, rather than forcing movement, you may keep your hands in place for a short duration and resume prompting movement when resistance subsides. Be cognizant of how long the prompt is held in place so that it doesn't cross over into the definition of a restraint. In addition, be careful not to force or hurt the learner when physically prompting.

objectives

• C-1: Identify the essential components of a written skill acquisition plan • C-2: Prepare for session as required by the skill acquisition plan • C-3: Use contingencies of reinforcement (e.g. conditioned/unconditioned reinforcement, continuous/intermittent schedules) • C-4: Implement discrete-trial teaching procedures • C-5: Implement naturalistic teaching procedures (e.g. incidental teaching) • C-6: Implement task analyzed chaining procedures • C-7: Implement discrimination training • C-8: Implement stimulus control transfer procedures • C-9: Implement prompt and prompt fading procedures • C-10: Implement generalization and maintenance procedures • C-11: Implement shaping procedures • C-12: Implement token economy procedures

instructional methodologies

• Discrete Trial Training (DTT): An instructional method comprised of a series of consecutive instructional trials with shorter inter-trial intervals, following the "3 term contingency" (Antecedent, Behavior, Consequence). • Inter-trial interval: Amount of time between trials • Instructional trial: consists of: • Antecedent SD (i.e. instruction, question) • Learner behavior/Response (i.e. Correct, Incorrect, No response) • Instructor-provided consequences (i..e. reinforcement of correct responses, prompting, or errorcorrection)

common information in skill acquisition plans

• Domain Name • Goal/Program Name • Long-Term and Short-term objectives • Operational Definition of Skill • Materials Needed • Discriminative Stimulus (SD) • Data Collection Method • Teaching procedures • Error Correction Procedure • Prompting Procedures • Reinforcement Strategies • Mastery Criterion • Generalization • Target Lists (if applicable)

involving caregivers

• Ensuring open communication • Promoting shared responsibility • Minimizing barriers (keep it simple) • Reinforcing participation in plan • Matching strategies to needs • Building skills and confidence

Error Correction

• Error Correction: Correcting errors after occurrence through prompting, with or without feedback (i.e. "no", "try again") • typically used once the learner is demonstrating independence with the skill • Involves extinction schedules (due to lack of reinforcement for incorrect responses) • Learning can be more frustrating • Best for skills with which client is already showing independence and skills requiring problem solving (i.e. social skills)

discrete trial training

• Highly structured, in a controlled environment • 1:1 instruction; typically at a table, seated across from learner • Instructional trials are discrete (have a clear beginning and end) • Teaches component skills of more complex skills Gain learner attention before delivering SD • SD should be clear and concise • Inter-trial intervals should be two(2) seconds or less • Always deliver a consequence before re-presenting SD • When possible, use stimuli and reinforcers that are present in the learner's natural setting • Use distractor Trials: Alternate target SD with previously mastered SDs • Use Transfer Trials: After a prompted trial, present an un-prompted trial for an independent opportunity (or fade prompt of next trial)

What to know

• Historical perspective (e.g., onset and development of behavioral concerns, previous interventions) • Medical and psychiatric variables • Contextual influences (e.g., resources, daily routines, setting considerations) • Characteristics, preferences and needs of individual and family • Stakeholders who should be engaged • Other issues that may affect plan implementation and effectiveness

functional skills

• Increase a person's quality of life • Helps the individual to be self-reliant • Increases the individual's dignity • Minimizes stress of caregivers • Maximizes an individual's safety • Increases the individual's ability to contact reinforcement in the environment • Increases the individual's ability to participate in the community in a meaningful way

response prompt examples

• Indirect: Provide leading prompts without giving the response expected (e.g. Verbal- "What's next?", Nonverbal- shrug shoulders) • Direct Verbal: Tell the learner what to do or say (e.g. "turn on the water", "say 'ball'") • Gestural: indicate with motion what is expected (e.g., pointing, touching materials) • Model: Show the learner what the expectations are (e.g., acting out the step) • Partial Physical Assistance: Provide minimal supported guidance (e.g. nudge learner's elbow) • Full Physical Assistance: Provide Hand Over Hand guidance to complete task

response prompt types

• Least-to-most prompting(AKA System of Least Prompt) • Most-to-Least prompting • Graduating Guidance (variation of Most to Least) • Time Delay • Constant time delay • Progressive time delay

social skills

• Many of our clients have social skills deficits. These programs focus on improving social skills so that our clients can interact more effectively with others (especially peers). Examples: • Teaching social greeting such as "hello" and "bye-bye" • Approaching another child on the playground to initiate play • Saying "please" and "thank you" • Recognizing emotions of others • Learning how to take perspectives of others

DTT Teaching Phases

• Mass trials: Repeating the same the instructional trial (i.e. same SD) consecutively • Used primarily when teaching new acquisition skills, particularly for younger or lower-functioning learners. • Block trials: Present 1 target SD for several trials, provide a break, then present a different target SD for several trials. Gradually reduce the number of trials per block, as well as the break time, until there is no break between the blocks • Expanded Trials: Systematically adding in distractor trials between target SD trials • Distractor trials: Presenting a previously mastered SD • This increases amount of time between SD trials, which enhances memory retention • Random Rotation: Randomly presenting several different target SD trials

domain examples

• Replacement Behaviors (these are included in the behavior plan) • Listener/Receptive Skills • Motor Imitation • Independent Play, Social Play • Visual perceptual and Matching-to-Sample, • Social Skills • Group and Classroom Skills • Academics • Daily Living Skills • Verbal Operants/Expressive Skills (mand, tact, echoic, intraverbal)

functional skill domains

• Self-care: toileting, dressing, eating, maintaining personal hygiene, addressing medical needs, and grooming • Domestic Living: clothing care, housekeeping, property maintenance, food preparation and cooking, planning and budgeting for shopping, using electronic devices • Recreation and Leisure :age-appropriate activities, exercise, music, gaming, collections or hobbies • Community Skills: street crossing, shopping, using public transportation, following directions, recognizing safety risks • Employment Skills: completing applications, interviewing skills, following workplace expectations, functional academics (e.g., money management) • Social Skills: nonverbal communication, taking turns, appropriate physical contact, conversational skills, maintaining friendships, resolving conflicts

how do you fade prompts?

• Set a predetermined mastery criteria for the controlling prompt (i.e. learner is successful with that prompt level 3 times consecutively, or for 2 days, etc.) • When the first prompt criteria is met, fade to a less intrusive prompt (i.e. from full physical to partial physical). Continue to fade prompts as each level meets criteria. • However, If the learner is unsuccessful with a less intrusive prompt on any trial, increase intrusiveness to the last successful prompt level for one trial, then fade back to current target prompt for the next trial. • Set a failure criteria (i.e. 3 incorrect in a row). If failure criteria is met, return to previous prompt level and obtain mastery criteria on that level again before fading back (i.e. must now get 3 correct in a row for previous prompt level again before fading prompt level)

Generalization

• Stimulus generalization: the behavior occurs with stimuli different than originally trained (e.g. different settings, people, materials, instructions). Example: • Trained stimulus: Johnny waves when mom says "hi" • Generalized stimulus: Johnny waves when mom says "hello" ("hello" is an untrained stimulus) • Response generalization: behavior occur that are different than originally trained but functionally equivalent Example: • Trained Response: Johnny waves when mom says "hi" • Generalized Response: Johnny says "hi" when mom says "hi" ("hi" is an untrained response)

stimulus prompt type

• Stimulus shaping • Stimulus fading

Natural Environment Training (NET)

• Takes advantage of "teachable moments" and "learning through play" • When the learner displays interests in a stimulus/activity, capitalizing on that interest to target related skills • Example: If learner shows interest in going outside, target requesting to go outside, target putting on shoes, etc • Learner-initiated trials/activities • Learning occurs in the natural environment • Trials are distributed across day • Natural and learner-selected stimuli and reinforcers • Example: If learner says "outside", gets to go outside

visual perception/matching to sample

• The ultimate goal of these programs is academic and linguistic. • Matching is a prerequisite to many academic skills. • Language is enhanced when learners can associate words with objects and objects to written words, etc. Examples: • Putting together an 8 piece puzzle • Matching an object to the same object in a set of 4 (dog to dog, etc.) • Putting pegs into a pegboard • Putting shapes into a shape sorter

Motor Imitation

• The ultimate goal of these programs is social. So that learners will learn to imitate peers in the natural environment • Usually accompanied with "Do this" or "Do what I'm doing" • Can have many targets like clap hands, stomp feet, touch nose. These are NOT directions and should only include the "do this" direction

cooperative/social and parallel play

• The ultimate goal of these programs is to teach play skills that incorporate other children or other play partners Examples: • Playing with blocks to create a house with another child • Playing alongside another child on the playground • Playing tag or hide and seek

Daily Living Skills

• These programs focus on improving individuals' independence in daily routines. Examples: • Brushing teeth • Dressing • Toileting • Using a visual schedule to get daily tasks completed • Learning to call someone on the phone • Navigating Public transportation such as a bus or train

how to you know with which prompt level to start?

• Use the previous session's data sheet to determine which prompt level was required to obtain a correct response, and start with that prompt level • Conduct a "probe" at the beginning of each teaching session. • Probe method: Present the trial/SD one time and use a least to most prompting hierarchy to determine the least intrusive prompt needed to get a correct response. Record and use that prompt for the session. • If it is the first time targeting the skill and you are concerned that assessing the

Verbal Behavior (Skinner)

• Verbal behavior is any form of communication behavior between a speaker and a listener that allows the speaker to gain access reinforcement and control their environment through the behavior of the listener. • Who is a "listener"? Anyone who receives the communication • In other words, the speaker gets what they want from someone via communication Verbal behavior is strengthened by consequences which are mediated by a listener (Skinner, 1957). • Listeners "mediate" (provide a consequence) to speaker's verbal behavior by: • Punishing/Extinguishing inappropriate verbal behavior • If an adult makes a sexually suggestive joke with a child present, listeners may punish that behavior with reprimands • Reinforcing appropriate verbal behavior • However, if the joke is made only in the presence of peers, it may be reinforced with laughter • Appropriations of verbal behavior depends on: • Speaker characteristics, such as age or developmental stage • Audience characteristics • Setting • Norms of culture

domains of skills acquisition plan

• What is the individual's presents levels of performance? • What abilities (e.g., cognitive, motor) does the individual have, including prerequisite skills? • What are the individual's strengths and interest that may be built upon during the instructional process? • In what environments does the individual participate regularly (including future settings or placements)? • How frequently will the skill will be needed? • Are the skills being targeted age appropriate? • Will the skill be supported by natural caregivers? • How will the skill contribute to the individual's independence and quality of life? • Are there prerequisites to this skill that need to be taught first? If you are performing a skill for the individual regularly, teach them to do it instead!