Speech Production: There is more than what the eyes can see and the ears can hear!, Part 1 belongs in serious BCBA study because it shapes whether behavior-analytic decisions stay useful once they leave a clean training example and enter language assessment, teaching sessions, caregiver coaching, and natural communication routines. In Speech Production There is more than what the eyes can see and the ears can hear, (Part 1), for this course, the practical stakes show up in clearer case conceptualization, better instructional targets, and stronger generalization, not in abstract discussion alone.
Provider: BehaviorLive — via The Verbal Behavior Conference
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Join Free →Many children diagnosed with autism experience speech and language delays, impairments in speech sound acquisition, and difficulty emitting and initiating verbal responses. These speech and language challenges may interfere with later acquisition of vocal verbal behavior (Esch, Carr & Michael, 2005; Schreibman, L. E. & Stahmer, A. C., 2014). Many early intensive behavior intervention programs focus on increasing and improving speech production, especially that early implementation of effective teaching procedures is critical to promote early,frequent, varied and generalized vocal verbal repertoires. An understanding of the structure and function of speech development and production, as well as effective strategies that facilitate speech production and accuracy, drawing from the disciplines of both applied behavior analysis and speech-language pathology, will enhance the selection of appropriate targets and support the implementation of effective and meaningful intervention programming. Behavior analysts are ethically bound to seek consultations, collaborate, and cooperate with other professionals to serve their clients effectively, functionally, and meaningfully (BACB® 2020). Behavior analysts and speech-language pathologists must work together as part of an interdisciplinary team, especially when addressing speech and language skill acquisition programs. Effective collaborative skill competencies and practices are needed to help build trusting and sustainable partnerships that will foster understanding and respect of the value that each discipline brings, facilitate joint problem solving, draw from the expertise of each discipline, establish shared ethical values and goals, that will benefit the learner's overall health and educational outcome. Presentation Part 1 will present (1) a brief introduction of the necessary structures and functions for speech production and why they are important considerations; and (2) discuss effective strategies that facilitate speech sound target selection. Presentation Part 2 will (1) discuss effective strategies that facilitate speech production and accuracy, and (2) highlight the importance for Authentic Interprofessional Collaborative Culturally Aware and Responsive Practices (AICARe-Collaboration) (Slim, L. 2022). Learning Objectives After attending these presentations, participants will be able to: 1. Identify the necessary structures for speech sound production 2. Identify at least two effective instructional procedures that promote speech sound accuracy and production 3. Identify three reasons in support of Authentic Interprofessional Collaborative Culturally Aware and Responsive Practices (AICARe-Collaboration) when working on speech sound repertoires
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
Dr. Lina Slim is a dually certified SLP & BCBA-D with over 38 years-experience, specializing her clinical practice on supporting families and their children with autism, neurodevelopmental and behavioral challenges, speech and language differences and apraxia, providing training, supervision, and consultations to practitioners across professional disciplines, cultures, and countries. She is founding executive director of ASAP – A Step Ahead Program, LLC, owner/president of Lina Slim Consulting, adjunct professor at Endicott College and The Chicago School of Professional Psychology, ABA Programs. Her clinical and research interests focus on disseminating best practices in the application of the science of behavior analysis to support persons with autism and their families, establishing and maintaining effective functional verbal behaviors while promoting Interprofessional Culturally Aware, Responsive and Person-Centered Collaborative Practices (AICARe-Collaboration). Dr. Slim presents and consults nationally and internationally and has published several peer-reviewed research and book chapters. Dr. Slim is the recipient of the 2005 Children Empowerment Award and the 2014 New Jersey Speech-Language-Hearing Association (NJSHA) Distinguished Clinical Achievement Award. She is Board of Director Member of the Association for Science in Autism Treatment (ASAT), President-Elect of the Speech and Applied Behavior Analysis (SPABA) ABAI SIG and is an Advisor to boards on multiple organizations and educational programs that promote evidence-science-based interprofessional collaborative and culturally responsive practices. Dr. Slim brings a unique personal and behavior analytic perspective on interprofessional collaboration, cultural responsiveness, and humility, by drawing from her diverse cultural, linguistic, and professional background, as well as from her extensive clinical practice working with culturally and linguistically diverse families nationally and internationally.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
280 research articles with practitioner takeaways
279 research articles with practitioner takeaways
258 research articles with practitioner takeaways
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.