Strategies for Teaching Verbal Behavior to Children with Developmental Disabilities matters because it changes what a BCBA notices when decisions have to hold up in language assessment, teaching sessions, caregiver coaching, and natural communication routines. In Strategies for Teaching Verbal Behavior to Children, 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 Missouri Association for Behavior Analysis
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Join Free →Goals related to language and social communication skills in children with developmental disabilities are a very important part of the intervention as they provide the basis for the acquisition of complex repertoire such as social and academic skills (Sundberg & Partington, 1999). Furthermore, deficits in functional communication skills can lead to the development of challenging behavior ranging from mild to severe (Sundberg & Michael, 2001). Skinner (1957) developed a taxonomy of verbal behavior and referred to the different functional responses as verbal operants. Focused behavior interventions for children with developmental disabilities typically target each verbal operant individually and build up complexity as children expand their verbal repertoire (Sundberg & Partington, 1999). This workshop will explore some strategies to teach verbal operants (echoic, mand, tact, and intraverbal) and overcome some difficulties commonly observed when working on listener responding repertoire. Furthermore, we will discuss how variables can be arranged to facilitate the emergence of novel verbal behavior.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 3 | General |
Dr. Andresa De Souza is an Assistant Professor at the University of Missouri – St. Louis and currently serves as the Dissemination Coordinator for the Verbal Behavior Special Interest Group (VB SIG). She received a Master’s in Behavior Analysis and Therapy from Southern Illinois University in Carbondale and a Ph.D. in Applied Behavior Analysis from the University of Nebraska Medical Center. She completed her Post-Doctoral Fellowship at Marcus Autism Center and Emory University in Atlanta. During her studies, Dr. De Souza gained valuable experience in early intervention applications for children with autism, the assessment and treatment of severe problem behavior, and autism diagnosis. She has supervised behavior analysts and worked as a consultant for international sites. She has published several peer-reviewed articles on the applications of Skinner’s verbal behavior for the intervention of children with autism and serves on the Editorial Board of The Analysis of Verbal Behavior and the Journal of Applied Behavior Analysis. Her research focuses on strategies for teaching verbal behavior, the arrangement of conditions that can facilitate the emergence of novel language and decrease restricted stimulus control, and parent and teacher training.
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.