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Transcript

Presenter: Heather Price, M.Ed, BCBA, LBS

Verbal behavior and the operants

3. Practice identifying the various operants

2. Outline the verbal operants and other important operants - mand, tact, echoic, intraverbal, motor imitation, listener responding, match to sample, textual, and transcription- review a description of each operant- view a video of each operant- answer questions about each operant

1. Review what operant and verbal operant behavior are and why the topic is important for our learners

Goals of today’s training

Many learners in the Autism Program have IEP goals linked specifically to these verbal operants.Verbal operants (and other operants) work together to help individuals be able to communicate, engage in social situations, and learn new skills. Deficits in one verbal operant can impact a child’s ability to do those things!

Why is talking about this important?

The operants

Operant is just another word for “learned behavior” and we will take a look at the various types of learned behaviors related to language. These learned behaviors related to language each serve a very specific function

Verbal operants

These are learned behaviors that require verbal (or vocal) speech output. Additionally, they refer to behaviors that are emitted through the use of sign language or by writing.

Function: allows individuals to make requests and control their environment.

Mand

Mand example

Name one mand you've emitted today already.

Your turn!

Function: allows the speaker to communicate about something they see, hear, smell, taste, or feel (aka – labeling your senses!)

Tact

Tact example

What's a tact you could ask your leaners to emit based on this activity?

Your turn!

Function: allows the speaker to repeat what is heard (think of “echo”)

echoic

Echoic example

What's an echoic you could ask your leaners to emit based on this activity?

Your turn!

Mand, tact, or echoic?A student wants a turn and says “Can I have a turn, please?” The student asking or a turn is a(n) __________________.

Your turn!

Mand, tact, or echoic?A student sees a beach ball in the lesson and the student says “that’s a red, blue, and white beach ball”. The student saying “that’s a red, blue, and white beach ball is a(n)_______________.

Your turn!

Function: answering questions and fill-in-the-blank statements by using vocal speech (including sign language or by writing answers)

intraverbal

Intraverbal example

What's an intraverbal you could ask your learner about this activity?

Your turn!

Is this an intraverbal? Teacher asks "How are you today?" Student says "I'm doing well."

Your turn!

Other important operants

These operants are learned behaviors but do not utilize verbal or vocal speech (nor do they utilize sign language or writing responses)

Function: to see someone else perform an action and repeat that same action

Motor imitation

Motor Imitation example

What's a motor imitation you could have your learners do related to this activity?

Your turn!

Did the child engage in motor imitation? A child sees their mom get a watering can then he also gets a watering can to water the flowers.

Your turn!

Did the child engage in motor imitation? A mom says “Can you hand me the watering can, please?” Their child gives the mom the watering can.

Your turn!

Listener Responding

Function: Hearing someone say something and showing your understanding by doing what they said (does not require you to speak)

Listener Responding example

What's a listener response you could have your learners do related to this activity?

Your turn!

Is this motor imitation or listener responding? A child sees their teacher wave and the child then waves.

Your turn!

Is this motor imitation or listener responding? A teacher says “wave” and the child waves.

Your turn!

Match to sample

Function: Demonstrating correlation by pairing items together by feature, function, classes, etc.

Match to Sample example

What's a match to sample question you could ask the learners related to this activity?

Your turn!

Is this match to sample? A teacher says “find the cup” and the child points to the cup

Your turn!

Is this match to sample? A teacher says “match” and the child puts the cup with the other cup.

Your turn!

transcription

Function: being able to write spoken words

What's a transcription question you could ask the learners related to this activity?

Your turn!

Textual

Function: seeing a written word and reading it

Textual example

What's a textual question you could ask the learners related to this activity?

Your turn!

1. Grab a scrap piece of paper2. number it 1-133 write down the operant as it's presented on the videoI'll play 30 seconds of the video (13 different operants) and then check our answers!

aCTIVITY

7. "What's this called?"

13. "What color is my hair?"

6. "What color is your mom's car?"

12. "Touch your nose"

5. "Say 3, 5, 6"

11. "Say 34."

4. "Touch the one with wheels"

10. "Do you have any pets?"

3. "Show me clapping"

9. "Say go fast!"

2. "What am I doing?" knocking

8. "What do you do in a bed?"

1. "Do this" thumbs up

Let's check

for listeningfor participating for being educators!

Thank you…