G-11 part 7

Listener responding by feature refers to

identifying a characteristic that an object in common with another object

Listener responding by class refers to

identifying an object given a general category to which the object could be included

A carrier phrase is

is part of the SD; it "carried" the target word

Your goal to enable your student to engage in intraverbals about fish...

listener responding buy function, feature, and class

"Receptive skills" has been placed in literature with

listener skills

One reason for teaching listener responding by function, feature and class (LRFFC) is to

promote effective responding to stimulus conditions found in the natural environment

Initial listener training spread throughout the day and across settings has the benefit of

reduced satiation and varied training conditions

For initial listener training, the verbal prompt "come here"

should be paired with a reinforcer visible to the learner at the time of the prompt ata mb sb

When initially conducting listener training, responding appropriately to "Come here"

should produce immediate reinforcement

For a child with limited listener skills, assessment can be conducted by identifying the number of words/phases

that the child responds to correctly in a natural or play setting ata wt tt

An example of listener responding by feature would be "Point to

the one that has a glass screen

An example of listener responding by feature would be "Touch

the one with wheels

Once a child responds correctly to "Come here," with a visible reinforcer, the next step would usually be to have

the reinforcer hidden while the child is approaching

Listener responding by function, feature, and class training trials should begin with two words that

the student has mastered as TACTS (types of dogs, types of candy)

An example of listener responding by class would by "Touch"

the vehicle

Teaching listener responding by function increases the likelihood of correct responding

to SDs that describe what an object does, rather than specifying the object by name

An example of listener responding by FUNCTION would be "point to

what we watch movies on

An example SD of listener responding by function would be "Touch

what you write with

Listener responding by function, feature,, and class training trials should begin

with two words that are very DIFFERENT from each other, that are from different classes, that the student has mastered as tacts, and which they differently respond

The teacher says "Please sit," and the learner sits. With respect to the learner, this exemplifies

a listener skill

Assessment of a listener skill is achieved by determining if

a verbal stimulus (instruction) controls a specific behvaior ts av av

For initial listener training, the verbal prompt "come here"

all of the above sb mb

Vary carrier phrases by

altering the SD-for example, "Touch the _______." instead of "SHOW me the _____."

If a child has some degree of imitative behavior, then

an imitative prompt can precede a verbal directive to aid teaching listener skills