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– 2 years ago **files (2)** – ## EAB4764LectureSummaryTemplate.docx – ## EAB4764MayerCh1819VerbalBehavior_JAM.pdf **## EAB4764LectureSummaryTemplate.docx** **EAB4764 Assessment and Intervention** **Lecture Engagement: Written Lecture Summary** | | | | — | — | | Student Name: | Date Completed: |…
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– 2 years ago
**files (2)**
– ## EAB4764LectureSummaryTemplate.docx
– ## EAB4764MayerCh1819VerbalBehavior_JAM.pdf
**## EAB4764LectureSummaryTemplate.docx**
**EAB4764 Assessment and Intervention**
**Lecture Engagement: Written Lecture Summary**
| | |
| — | — |
| Student Name: | Date Completed: |
| Student ID: | |
Please answer the questions below in a narrative form. Each answer should be a complete paragraph.
1. What was the main point of the video/podcast?
2. Provide 2 major points discussed and describe those points.
3. What did you learn from the video/podcast?
**## EAB4764MayerCh1819VerbalBehavior_JAM.pdf**
INTRODUCTION TO VERBAL BEHAVIOR
CHAPTER 18 & 19
Jenilee Acevedo-Medina, BCBA
Florida International University
VERBAL BEHAVIOR
VERBAL BEHAVIOR DEFINED
Behavior that is mediated
by the behavior of others.
Behavior that is learned
and maintained the same
way as other operant
behaviors.
Differs between the
behavior of the listener
and the behavior of the
speaker.
Not receptive and expressive
Focus on function of
verbalizations rather than
form.
ANALYZING VERBAL
BEHAVIOR
• Controlling antecedents:
• State of deprivation or aversive stimulation
• Environmental change
• Other person’s verbal behavior
• One’s own verbal behavior
• Consequences:
• Related to deprivation/aversive state
• Social
VERBAL OPERANTS
DUPLIC
• A response that is controlled by a verbal stimulus and has formal similarity to
the controlling stimulus, in which the reinforcer is a general social reinforcer.
• Includes both echoics and imitative responses.
MAND
A response that is controlled by a state of deprivation or aversive condition in
which the reinforcer is directly related to the controlling stimulus.
Mands can be for items, but also for information, access to activities and events,
social interaction, etc.
Me want
cookies
TACT
• A response that is controlled by a non-
verbal SD and where the reinforcer is a
generalized social reinforcer.
• The SD most be present in order to
consider a response a tact, including
private events.
INTRAVERBAL
• A response that is controlled by a
verbal SD without point to point
correspondence or formal similarity
and is reinforced by a generalized social
reinforcer.
• Can be a response to a question, fill-in-
the-blank; helpful in maintaining a
conversation. Allows speaker and
listener to chat about things that are
not present.
AUTOCLITIC
• A response that is controlled by the speaker’s own behavior that modifies
other verbal behavior.
• A way to modify a verbal statement
• I really want a cookie right now.
• I could sort of go for a cookie right now.
AUGMENTATIVE DEVICES AND
VERBAL BEHAVIOR
TYPES OF AAC
• Signs – e.g., ASL
• Pointing – e.g., menu board
• Exchanging – e.g., PECS
• Voice Output Device – e.g., proloquo
RFT
RFT IN LANGUAGE DEVELOPMENT
• Is Skinner’s VB enough to explain all of human language development? Probably
not.
• RFT can explain generative language, creative expression, and the emergence of
novel words.
• Relating is an operant class in and of itself and can be taught and reinforced
such that it will allow for the future emergence of novel relations.
• Sameness
• Greater/bigger vs. lesser/smaller, worse, etc.
• This is clearly important to teach!
**## EAB4764MayerCh1819VerbalBehavior_JAM.pdf**
INTRODUCTION TO VERBAL BEHAVIOR
CHAPTER 18 & 19
Jenilee Acevedo-Medina, BCBA
Florida International University
VERBAL BEHAVIOR
VERBAL BEHAVIOR DEFINED
Behavior that is mediated
by the behavior of others.
Behavior that is learned
and maintained the same
way as other operant
behaviors.
Differs between the
behavior of the listener
and the behavior of the
speaker.
Not receptive and expressive
Focus on function of
verbalizations rather than
form.
ANALYZING VERBAL
BEHAVIOR
• Controlling antecedents:
• State of deprivation or aversive stimulation
• Environmental change
• Other person’s verbal behavior
• One’s own verbal behavior
• Consequences:
• Related to deprivation/aversive state
• Social
VERBAL OPERANTS
DUPLIC
• A response that is controlled by a verbal stimulus and has formal similarity to
the controlling stimulus, in which the reinforcer is a general social reinforcer.
• Includes both echoics and imitative responses.
MAND
A response that is controlled by a state of deprivation or aversive condition in
which the reinforcer is directly related to the controlling stimulus.
Mands can be for items, but also for information, access to activities and events,
social interaction, etc.
Me want
cookies
TACT
• A response that is controlled by a non-
verbal SD and where the reinforcer is a
generalized social reinforcer.
• The SD most be present in order to
consider a response a tact, including
private events.
INTRAVERBAL
• A response that is controlled by a
verbal SD without point to point
correspondence or formal similarity
and is reinforced by a generalized social
reinforcer.
• Can be a response to a question, fill-in-
the-blank; helpful in maintaining a
conversation. Allows speaker and
listener to chat about things that are
not present.
AUTOCLITIC
• A response that is controlled by the speaker’s own behavior that modifies
other verbal behavior.
• A way to modify a verbal statement
• I really want a cookie right now.
• I could sort of go for a cookie right now.
AUGMENTATIVE DEVICES AND
VERBAL BEHAVIOR
TYPES OF AAC
• Signs – e.g., ASL
• Pointing – e.g., menu board
• Exchanging – e.g., PECS
• Voice Output Device – e.g., proloquo
RFT
RFT IN LANGUAGE DEVELOPMENT
• Is Skinner’s VB enough to explain all of human language development? Probably
not.
• RFT can explain generative language, creative expression, and the emergence of
novel words.
• Relating is an operant class in and of itself and can be taught and reinforced
such that it will allow for the future emergence of novel relations.
• Sameness
• Greater/bigger vs. lesser/smaller, worse, etc.
• This is clearly important to teach!
**## EAB4764LectureSummaryTemplate.docx**
**EAB4764 Assessment and Intervention**
**Lecture Engagement: Written Lecture Summary**
| | |
| — | — |
| Student Name: | Date Completed: |
| Student ID: | |
Please answer the questions below in a narrative form. Each answer should be a complete paragraph.
1. What was the main point of the video/podcast?
2. Provide 2 major points discussed and describe those points.
3. What did you learn from the video/podcast?
**## EAB4764MayerCh1819VerbalBehavior_JAM.pdf**
INTRODUCTION TO VERBAL BEHAVIOR
CHAPTER 18 & 19
Jenilee Acevedo-Medina, BCBA
Florida International University
VERBAL BEHAVIOR
VERBAL BEHAVIOR DEFINED
Behavior that is mediated
by the behavior of others.
Behavior that is learned
and maintained the same
way as other operant
behaviors.
Differs between the
behavior of the listener
and the behavior of the
speaker.
Not receptive and expressive
Focus on function of
verbalizations rather than
form.
ANALYZING VERBAL
BEHAVIOR
• Controlling antecedents:
• State of deprivation or aversive stimulation
• Environmental change
• Other person’s verbal behavior
• One’s own verbal behavior
• Consequences:
• Related to deprivation/aversive state
• Social
VERBAL OPERANTS
DUPLIC
• A response that is controlled by a verbal stimulus and has formal similarity to
the controlling stimulus, in which the reinforcer is a general social reinforcer.
• Includes both echoics and imitative responses.
MAND
A response that is controlled by a state of deprivation or aversive condition in
which the reinforcer is directly related to the controlling stimulus.
Mands can be for items, but also for information, access to activities and events,
social interaction, etc.
Me want
cookies
TACT
• A response that is controlled by a non-
verbal SD and where the reinforcer is a
generalized social reinforcer.
• The SD most be present in order to
consider a response a tact, including
private events.
INTRAVERBAL
• A response that is controlled by a
verbal SD without point to point
correspondence or formal similarity
and is reinforced by a generalized social
reinforcer.
• Can be a response to a question, fill-in-
the-blank; helpful in maintaining a
conversation. Allows speaker and
listener to chat about things that are
not present.
AUTOCLITIC
• A response that is controlled by the speaker’s own behavior that modifies
other verbal behavior.
• A way to modify a verbal statement
• I really want a cookie right now.
• I could sort of go for a cookie right now.
AUGMENTATIVE DEVICES AND
VERBAL BEHAVIOR
TYPES OF AAC
• Signs – e.g., ASL
• Pointing – e.g., menu board
• Exchanging – e.g., PECS
• Voice Output Device – e.g., proloquo
RFT
RFT IN LANGUAGE DEVELOPMENT
• Is Skinner’s VB enough to explain all of human language development? Probably
not.
• RFT can explain generative language, creative expression, and the emergence of
novel words.
• Relating is an operant class in and of itself and can be taught and reinforced
such that it will allow for the future emergence of novel relations.
• Sameness
• Greater/bigger vs. lesser/smaller, worse, etc.
• This is clearly important to teach!
**## EAB4764LectureSummaryTemplate.docx**
**EAB4764 Assessment and Intervention**
**Lecture Engagement: Written Lecture Summary**
| | |
| — | — |
| Student Name: | Date Completed: |
| Student ID: | |
Please answer the questions below in a narrative form. Each answer should be a complete paragraph.
1. What was the main point of the video/podcast?
2. Provide 2 major points discussed and describe those points.
3. What did you learn from the video/podcast?
**## EAB4764MayerCh1819VerbalBehavior_JAM.pdf**
INTRODUCTION TO VERBAL BEHAVIOR
CHAPTER 18 & 19
Jenilee Acevedo-Medina, BCBA
Florida International University
VERBAL BEHAVIOR
VERBAL BEHAVIOR DEFINED
Behavior that is mediated
by the behavior of others.
Behavior that is learned
and maintained the same
way as other operant
behaviors.
Differs between the
behavior of the listener
and the behavior of the
speaker.
Not receptive and expressive
Focus on function of
verbalizations rather than
form.
ANALYZING VERBAL
BEHAVIOR
• Controlling antecedents:
• State of deprivation or aversive stimulation
• Environmental change
• Other person’s verbal behavior
• One’s own verbal behavior
• Consequences:
• Related to deprivation/aversive state
• Social
VERBAL OPERANTS
DUPLIC
• A response that is controlled by a verbal stimulus and has formal similarity to
the controlling stimulus, in which the reinforcer is a general social reinforcer.
• Includes both echoics and imitative responses.
MAND
A response that is controlled by a state of deprivation or aversive condition in
which the reinforcer is directly related to the controlling stimulus.
Mands can be for items, but also for information, access to activities and events,
social interaction, etc.
Me want
cookies
TACT
• A response that is controlled by a non-
verbal SD and where the reinforcer is a
generalized social reinforcer.
• The SD most be present in order to
consider a response a tact, including
private events.
INTRAVERBAL
• A response that is controlled by a
verbal SD without point to point
correspondence or formal similarity
and is reinforced by a generalized social
reinforcer.
• Can be a response to a question, fill-in-
the-blank; helpful in maintaining a
conversation. Allows speaker and
listener to chat about things that are
not present.
AUTOCLITIC
• A response that is controlled by the speaker’s own behavior that modifies
other verbal behavior.
• A way to modify a verbal statement
• I really want a cookie right now.
• I could sort of go for a cookie right now.
AUGMENTATIVE DEVICES AND
VERBAL BEHAVIOR
TYPES OF AAC
• Signs – e.g., ASL
• Pointing – e.g., menu board
• Exchanging – e.g., PECS
• Voice Output Device – e.g., proloquo
RFT
RFT IN LANGUAGE DEVELOPMENT
• Is Skinner’s VB enough to explain all of human language development? Probably
not.
• RFT can explain generative language, creative expression, and the emergence of
novel words.
• Relating is an operant class in and of itself and can be taught and reinforced
such that it will allow for the future emergence of novel relations.
• Sameness
• Greater/bigger vs. lesser/smaller, worse, etc.
• This is clearly important to teach!
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