7/22/2013

Protocols for Teaching Intermediate to

Advanced Listener, Tact, and Intraverbal OVERVIEW
Responding by Feature, Function, or Class • Learner Profiles
– Intermediate
during Discrete Trial Instruction – Intermediate to Advanced
Presented by
• What is discrete trial instruction (DTI)?
Kristin M. Albert, M.Ed., BCBA
Carbone Clinic
• Teaching intermediate and advanced responding by feature,
Valley Cottage, NY function, or class across the operants:
www.Carboneclinic.com
– Listener Responding by Feature, Function, or Class
(LRFFC)
2013 National Autism Conference
– Tacting by Feature, Function, or Class (TFFC)
Pennsylvania Department of Education – Intraverbal Responding by Feature, Function, or Class
& (IFFC)
The Pennsylvania State University
State College, PA
• Data collection and graphing
July 29 – August 1, 2013 2

INTERMEDIATE LEARNER
PROFILE
Learner Profile According to the • A learner whose skills fall primarily within Level 2 (18 – 30
months) on the VB-MAPP
Verbal Behavior Milestones
• This learner will typically
Assessment and Placement – Mand for items when present or out of sight (10 – 30)
– Mand for others to emit actions (3 – 10)
Program (VB-MAPP; Sundberg, – Mand for missing items needed to complete a task (5 – 20)
– Tact 25 – 200 items (and multiple exemplars)
2008) – Tact actions (3 – 10)
– Tact parts/features of items (2 – 4 parts/features for 3 – 10 items)
– Perform motor actions on command (4 – 10)
– Within a messy field of 4 – 6, select pictures/objects by name
(20 – 40)
– Emit simple intraverbal fill-in responses (5 – 25)
4

Child's name: Zaire Key: Score Date Color Tester

Date of birth:
Age at testing:
May 10, 2006
4.6 1 4.11 2 5.5 3 4 5
1st test:
2nd test:
3rd test:
4th test:
33.5
59
88.5
11/10
4/11
10/11
10/11
LF
LF
KC
INTERMEDIATE TO ADVANCED
Mand Tact Listener VP/MTS Play
LEVEL 3
S ocial Reading Writing
5th test:

LRFFC IV Group Ling. Math

LEARNER PROFILE
15

14 • A learner whose skills virtually fill Level 2 (18 – 30 months) and are
13 beginning to fall into Level 3 (30 – 48 months) on the VB-MAPP
12

11
• In addition to the intermediate skills previously mentioned, this learner
○○○ ○○○ ○○○ ○○○ ○○○ ○○○ ●○○ ○○○ ○○○ ○○○ ○○○ ○○○ ●●○
will typically
LEVEL 2
Mand Tact Listener VP/MTS Play S ocial Imitation Echoic LRFFC IV Group Ling. – Emit mands containing two- and three-word combinations
10
– Mand for a variety of over 100 reinforcers
9 na
na – Learn new mands without formal/intensive training
8

7
– Be beginning to mand for information using “wh” questions
6
– Tact noun-verb combinations (50+)
●○○ ●○○ ○○○ ○○○ ●○○ ●●○ ●○○ ○ ●○ ○○○ ●○○ ●○○ ●○○ – Tact color, shape, and function of objects (5+)
Mand Tact Listener VP/MTS Play
LEVEL 1
S ocial Imitation Echoic Vocal
– Be beginning to tact using prepositions and pronouns
5 – Tact parts/features of objects (2+ parts/features for 10 – 25 objects)
4 – Follow two-step noun-verb/verb-noun instructions (50+)
3
– Be beginning to select items based on descriptions or prepositions
– Emit simple intraverbal fill-ins (25+)
2
5 6
1

○○○ ○○○ ○○○ ○○○ ○○○ ○○○ ○○○ ○○○ ○○○

1
 7/22/2013

Child's name: Morgan Key: Score Date Color Tester

Date of birth: May 2, 2007 1st test: 93.5 1/12 SG
Age at testing: 4.8 1 5.1 2 3 4 5 2nd test: 111 6/12 EP
3rd test:
4th test:
5th test:

LEVEL 3

Mand Tact Listener VP/MTS Play S ocial Reading Writing LRFFC IV Group Ling. Math

15
N/A

14
N/A

13

12

11
What is discrete trial instruction
●○○ ○●○ ○●○ ○○○ ●●○ ●○○ ○○○ ○●○ ○● ○ ●○○ ○●○ ●●○ ○●○

Mand Tact Listener VP/MTS Play

LEVEL 2

S ocial Imitation Echoic LRFFC IV Group Ling.

(DTI)?
10

9
N/A

6
N/A

○○○ ○○○ ○○○ ○○○ ○○○ ●●○ ○○○ ○○○ ○○○ ○○○ ○○○ ○○○

LEVEL 1

Mand Tact Listener VP/MTS Play S ocial Imitation Echoic Vocal

2
7
1

○○○ ○○○ ○○○ ○○○ ○○○ ○○○ ○○○ ○○○ ○○○

• DTI can be used to teach almost any skill in almost any

DTI environment.

• DTI, a method conceived through the work of Sid Bijou • Skills that have been taught with discrete trial training include:
(1940’s through 1960’s) and first demonstrated language, social, vocational, cognitive, behavior reduction,
experimentally by Wolf, Risley, and Mees (1964), is also imitation, etc. (Smith, 2001).
referred to as discrete trial training (DTT).
• The skills taught during DTI at an instructional table usually
• DTI has been demonstrated to be an effective method of include the following:
treatment and education for persons with autism (Smith, 1. listener behavior (commands and selection)
2001). 2. tacting (labeling)
3. motor imitation
• DTI is one of the most frequently implemented procedures 4. visual performance (matching, sorting, etc.)
for treating children with autism. 5. intraverbal behavior (fill-ins, answering “wh” questions)
6. echoic responses
• All of the outcome studies that are presently published
utilized DTI (Smith, Donahoe, & Davis, 2000).
9 10

• Smith (2001) indicates that a discrete trial has five

components:
1. Antecedent Stimulus – teacher presents an instruction
(e.g., says, “Touch your nose,” or displays a picture and
says, “Tell me which one you drink from?”)
Teaching Listener Responding by
2. Prompt – teacher provides prompt if necessary (e.g., Feature, Function, or Class
physical, vocal, model)
3. Response – learner emits response (LRFFC)
4. Consequence – teacher delivers suspected reinforcer
(for correct response); teacher implements an error
correction procedure (if incorrect response)
5. Inter-trial Interval – period of time passes between
consequence for one response and presentation of next
antecedent stimulus
Video - DTI
11

2
 7/22/2013

LISTENER RESPONDNING by EXAMPLES of INTERMEDIATE

FEATURE, FUNCTION, and CLASS to ADVANCED LRFFC SKILLS
(LRFFC) • When a field of 3 – 10 pictures with similar distracers
is displayed,
• Responding to items in the environment when provided a description of – “You cut with…”
them and not their “names.” – “Give me the one with legs.”
• A tendency to point to candy when someone says, “Touch what you like
– “Find/show me/point to an animal.”
to eat.”
– “Which one do you sit on?”
Antecedent Learner Reinforcer

Verbal Stimulus
Behavior
Non-Specific
• Common Goals
(Instruction by
FFC)
Non-Verbal
Behavior
Reinforcement – ABLLS: C20 – C22
(Compliance) – ABLLS-R: C37 – 39
– VB-MAPP: LRFFC 7-M, 8-M, 9-M, 11-M and Skills 9-a,
13 9-d, 11-a 14

15 16
R - 25

SELECTING LRFFC TEACHING

TARGETS
• As listener responses become more complex, they may
actually be dependent upon (i.e., facilitated or mediated by)
speaker behavior, such as tacting (Schlinger, 2008).
• Therefore, prior to teaching LRFFC skills, it is
recommended that the learner has been taught to tact the
name of the pictured item (Petursdottir & Carr, 2011;
Sprinkle & Miguel, 2012; Wynn & Smith, 2003).
• For the same reason, it may also be beneficial if the learner
has been taught other tacts relevant to the pictured item.
– If teaching LR by part/feature, having been taught to tact
the relevant parts/features of the pictured item (e.g., for
car learner tacts “wheel,” “door,” “window”).
– If teaching LR by function, having been taught to tact
the relevant actions related to the function (e.g., for
scissors learner tacts “cutting”).
– It is not necessary that the learner have been taught to
tact the class of the item, as this is a more complex skill
that falls within Level 3 (30 – 48 months) on the VB-
MAPP.

17 18

3
 7/22/2013

LRFFC ERRORLESS TEACHING PROCEDURES:

PROMPT – TRANSFER/FADE – DISTRACTERS –
PROBE
1. Prompt: Present the instructional demand (SD) and immediately (0-
second time delay) prompt the learner to respond.
2. Transfer/Fade: Re-present the instructional demand and fade some
dimension of the prompt (e.g., fade from a physical to a gestural
prompt, use a phonemic prompt instead of a full word, decrease
physical guidance) or implement a 2-second time delay and allow
the learner to respond.
3. Distracters: Require 1-5 easy, mastered responses.
4. Probe: Re-present the instructional demand and further fade the
prompt or probe by waiting 3 seconds for the response to be emitted.
5. Reinforce or Error Correct:
- If the learner’s response is correct, deliver a reinforcer.
Differentially reinforce as appropriate.
- If the learner’s response is incorrect, run the error
correction procedure.
MODIFY THESE PROCEDURES AS NEEDED BASED UPON
INDIVIDUAL LEARNER PERFORMANCE.
LRFFC TEACHING EXAMPLE
Teacher: Places pictures (3 – 10) of common items from different classes or
with different features/functions on the table in messy field.
Teacher: “Give me the one with wings,” and immediately prompts by pointing
to picture of the airplane. (PROMPT)
Learner: Gives the picture of the airplane to the teacher.
Teacher: Changes location of the pictures within the field.
Teacher: “Give me the one with wings,” and waits 2 seconds to allow learner
to respond (TRANSFER) or fades some dimension of the gestural prompt
(FADE).
Learner: Gives the picture of the airplane to the teacher.
Teacher: Changes location of the pictures within the field.
Runs 1-5 distracters.
Teacher: “Give me the one with wings,” without prompting. (PROBE)
Learner: Gives the picture of the airplane to the teacher.
Teacher: “Nice job,” while delivering a cookie and turning on the TV.
19 20

DIAGRAM for LRFFC TEACHING DEFINING INCORRECT LRFFC

EXAMPLE RESPONSES
• Transfer of stimulus control from the gestural prompt to the
vocal SD and the non-verbal stimulus
An error (i.e., incorrect response) occurs when the learner:
Prompt:
Antecedent
1. Emits a response not scheduled for reinforcement (i.e.,
Vocal SD- “Give me the Learner Behavior
Reinforcer
one with wings”
Non-Verbal
wrong answer),
Behavior (Child Non-Specific
Non-verbal stimulus
selects airplane) Reinforcement 2. Chains two or more responses together (i.e., self-
(Picture of airplane)
corrections),
Gestural Prompt (Teacher
points to airplane) 3. Or fails to respond within 2-3 seconds following the
Transfer of stimulus control: presentation of the demand.
Antecedent Learner Behavior Reinforcer

Vocal SD (“Give me the one Non-Verbal Non-Specific

with wings.”) Behavior (Child Reinforcement
selects airplane)
Non-verbal stimulus (Picture 21 22
of airplane) Video - LRFFC

LRFFC ERROR CORRECTION

• Errors may be emitted for both unknown (current
acquisition skills) and known (previously mastered skills) PROCEDRE
targets. 1. Prompt: Reset the field/stimuli and re-present the instructional
demand (SD) and immediately (0-second time delay) prompt the
learner to respond.
• Errors may also be emitted during teaching sequences (e.g., 2. Transfer/Fade: Re-present the instructional demand and fade
some dimension of the prompt (e.g., fade from a physical to a
during prompted trials, during transfer trials, or on probes). gestural prompt, use a phonemic prompt instead of a full word,
decrease physical guidance) or implement a 2-second time delay
and allow the learner to respond.
• The same error correction procedure should be implemented 3. Distracters: Require 1-5 easy, mastered responses.
regardless of when the error is emitted. 4. Probe: Re-present the instructional demand and further fade the
prompt or probe by waiting 3 seconds for the response to be
emitted.
5. Reinforce or Error Correct:
- If the learner’s response is correct, deliver a reinforcer.
Differentially reinforce as appropriate.
- If the learner’s response is incorrect, run the error
correction procedure again.

23 MODIFY THESE PROCEDURES AS BASED UPON INDIVIDUAL 24

LEARNER PERFORMANCE

4
 7/22/2013

EXAMPLE of LRFFC ERROR

CORRECTION
Teacher: Shows a picture of a bus (in a field of 3 – 10) and asks, “Give me the
one that takes you places.”
Learner: Picks up the TV. (ERROR)
Teacher: Resets the field, asks, “Give me the one that takes you places” (RE- Teaching Tacting by Feature,
PRESENT SD), and immediately points to the bus. (PROMPT)
Learner: Gives the picture of the bus to the teacher. Function, or Class (TFFC)
Teacher: Rotates the field, asks, “Give me the one that takes you places,” with
2-second time delay. (TRANSFER)
Learner: Gives the picture of the bus to the teacher.
Teacher: Rotates the field .
Runs 1 – 5 distracters.
Teacher: “Give me the one that takes you places,” without prompting.
(PROBE)
Learner: Gives the picture of the bus to the teacher.
Teacher: “There you go buddy,” while turning on the TV.
25
Video – Error Correction Video – LRFFC during DTI

TACT (Label) EXAMPLES of INTERMEDIATE

• Naming or identifying objects, actions, events, relations, properties, etc.
to ADVANCED TFFC SKILLS
• A tendency to say, “candy,” when you see candy.
• When a picture/object or several pictures/objects in a
field are displayed,
– “Tell me which one you use to cut.”
Antecedent Learner Reinforcer – “Name something that has legs.”
Behavior
Non-Verbal Non-Specific – “Name an animal.”
Stimulus Verbal Reinforcement – “Tell me something you sit on.”
Behavior – “What color? What size? What is it?”

• Common Goals
– ABLLS: G10 – G17
– ABLLS-R: G12, G13, G15 – G17, G24 – G27
– VB-MAPP: LRFFC 10-M; Tact 11-M and Skills 11-d, 11-
27
g, 11-h, 12-a, 12-c 28

S - 10 29 30

5
 7/22/2013

SELECTING TFFC TEACHING

TEACHING LRFFC + TFFC SKILLS
TARGETS
• Prior to teaching TFFC skills it is recommended that the • These skills are closely correlated to LRFFC skills.
learner has been taught to tact the name of the pictured item.
• With some learners it may be possible to teach them to
• It may also be beneficial if the learner has been taught other simultaneously tact by feature, function, or class while
tacts relevant to the pictured item. receptively selecting by feature, function, or class.
– If teaching tacts by part/feature, having been taught to tact
the relevant parts/features of the pictured item (e.g., for car
learner tacts “wheel,” “door,” “window”). • To do this, use the same errorless teaching procedures as
previously described for teaching LRFFCs, but vocally or
– If teaching tacts by function, having been taught to tact the mimetically prompt the learner to emit the vocal or sign tact
relevant actions related to the function (e.g., for scissors for the name of pictured item when selecting it.
learner tacts “cutting”).
– It is not necessary that the learner have been taught to tact
the class of the item, as this is a more complex skill that
falls within Level 3 (30 – 48 months) on the VB-MAPP.
31 32

LRFFC + TFFC ERRORLESS TEACHING PROCEDURES: LRFFC + TFFC TEACHING

PROMPT – TRANSFER/FADE – DISTRACTERS – PROBE
1. Prompt: Present the instructional demand (SD) and immediately (0-
second time delay) prompt the learner to respond.
2. Transfer/Fade: Re-present the instructional demand and fade some
dimension of the prompt (e.g., fade from a physical to a gestural
prompt, use a phonemic prompt instead of a full word, decrease
physical guidance) or implement a 2-second time delay and allow
the learner to respond.
3. Distracters: Require 1-5 easy, mastered responses.
4. Probe: Re-present the instructional demand and further fade the
prompt or probe by waiting 3 seconds for the response to be emitted.
5. Reinforce or Error Correct:
- If the learner’s response is correct, deliver a reinforcer.
Differentially reinforce as appropriate.
- If the learner’s response is incorrect, run the error
correction procedure.
MODIFY THESE PROCEDURES AS NEEDED BASED UPON
INDIVIDUAL LEARNER PERFORMANCE.
EXAMPLE
Teacher: Places pictures (3 – 10) of common items from different classes or
with different features/functions on the table.
Teacher: “Give me the one with a mouse,” immediately prompts by vocally
modeling (or signing) “computer,” and uses a gestural (point) prompt if
necessary. (PROMPT)
Learner: Gives the picture of the computer to the teacher and says,
“computer.”
Teacher: Changes location of the pictures within the field.
Teacher: “Give me the one with a mouse,” and waits 2 seconds to allow
learner to respond (TRANSFER) or fades some dimension of the gestural
(or other) prompt (FADE).
Learner: Gives the picture of the compute to the teacher and says,
“computer.”
Teacher: Changes location of the pictures within the field,
Runs 1-5 distracters.
Teacher: “Give me the one with a mouse,” without prompting. (PROBE)
Learner: Gives the picture of the computer to the teacher and says,
33 “computer.” 34
Teacher: “Yeah, good,” while turning on the movie.

DIAGRAM for LRFFC + TFFC DEFINING INCORRECT LRFFC

•
TEACHING EXAMPLE
Use an echoic (or mimetic) to tact stimulus control transfer procedure + TFFC RESPONSES
• Transfer of stimulus control from a vocal (or model) prompt (and gestural
prompt if necessary) to the vocal SD and non-verbal stimulus
An incorrect response occurs when the learner:
Prompt:
Antecedent
Learner Behavior
Vocal SD- “Give me the Reinforcer
1. Emits a response not scheduled for reinforcement (i.e.,
one with a mouse.” Non-Verbal Behavior
(Child selects computer)
wrong answer),
Non-Specific
Non-verbal stimulus + Verbal Behavior
(Child says “computer”)
Reinforcement 2. Chains two or more responses together (i.e., self-
(Picture of computer)
corrections),
Vocal Prompt (Teacher
says “computer”) 3. Fails to respond within 2-3 seconds following the
Transfer of stimulus control:
presentation of the demand,
Antecedent Learner Behavior Reinforcer
4. Or selects the correct picture but fails to simultaneously
Vocal SD (“Give me the one Non-Verbal Behavior
tact the name of the pictured item.
with a mouse.”) Non-Specific
(Child selects computer) Reinforcement
+ Verbal Behavior
Non-verbal stimulus (Picture
(Child says “computer”) 35 36
of computer)
Video - LRFFC + TFFC

6
 7/22/2013

LRFFC + TFFC ERROR

TEACHING TFFC SKILLS
CORRECTION PROCEDURE
• With other learners it may be necessary to teach TFFC
• Use the same error correction procedure as previously skills separately.
described for LRFFC skills.

Video – LRFFC + TFFC during DTI

37 38

DEFINING INCORRECT TFFC

TFFC TEACHING EXAMPLE RESPONSES and TFFC ERROR
Teacher: Places three pictures of common items from three different
classes (or with three different features/functions) on the table.
CORRECTION PROCEDURE
Teacher: “Tell me the one you eat,” and immediately prompts by
pointing to picture of candy and vocally modeling (or signing)
“candy” if necessary. (PROMPT) • An incorrect response is defined the same as it was for
Learner: Says, “candy.” LRFFC skills.
Teacher: Changes location of the pictures within the field.
Teacher: “Tell me the one you eat,” and waits 2 seconds to allow
learner to respond (TRANSFER) or fades some dimension of the • Use the same error correction procedure as previously
gestural (or other) prompt (FADE). described for LRFFC skills.
Learner: Says, “candy.”
Teacher: Changes location of the pictures within the field.
Runs 1-5 distracters.
Teacher: “Tell me the one you eat,” without prompting. (PROBE) Video – TFFC during DTI
Learner: Says, “candy.”
Teacher: “Good job,” while delivering a cookie and turning on the TV.
39 40

CONDITIONAL DISCRIMINATIONS
• Once several tacts of adjectives and nouns are acquired, learners with
COLOR EXAMPLE
autism still make errors when required to tact some aspect of a stimulus
under the control of a verbal stimulus.
SD Response Reinforcer
• For example, when shown an object and asked to tact its size, color, or What Color is It? Looking Response Seeing the object
name, many learners will error because the controlling word in the request
does not alter the evocative effect of a specific aspect of the stimulus.

• This type of conditional discrimination requires the learner’s behavior to be

SD Response Reinforcer
controlled by an auditory stimulus, “What color is it,” and then a specific Seeing the object
visual stimulus in the form of the color of the item.
+ “RED” “That’s Right”
• A typical error that might occur when shown a pencil and asked, “What Word “Color”
color is this,” is that the learner will say, “yellow pencil,” or even, “pencil.”
Both of these errors indicate a problem related to the formation of a Has Evocative
conditional discrimination.
Video of Errors Control Over a
Specific Response
• When the correct response occurs, it does so because the word “color”
changes the color of the pencil into a discriminative stimulus for the name Related to the Color.
of the color. 41 42

7
 7/22/2013

SIZE EXAMPLE TEACHING CONDITIONAL

SD Response Reinforcer
DISCRIMINATIONS
What Size is It? Looking Response Seeing the object
Pre requisite skills:

SD Response Reinforcer • 150 – 200 tacts (nouns and verbs)

Seeing Object
+ “BIG” “That’s Right” • Tacts of adjectives (e.g., size, color, length)
Word “Size”
Has Evocative
Control Over a
Specific Response
Related to the Size.
43 44

Phase 1: Same Item-Different VIDEO Phase 1

Questions
Step 1: Gather materials (objects) that are known tacts.

Step 2: Present 6 items in random order following the data sheet. For
example, present item 1, and ask, “What is it?” (Score a + or – depending
on the response.) If the learner responds with an incorrect response, keep
re-presenting the SD until the learner responds correctly, then immediately
present, “What color?” (Score a + or – depending on the response.)
DO NOT ERROR CORRECT (no echoic prompts)

Step 3: Run through all 10 trials across all 6 items and calculate the data as a
% correct score for the day. (120) If you don’t get through all the trials in
the day, score a % correct for whatever you got through.

Criteria: >90% correct across 2 days in order to move onto Phase 2.

NOTE: Change the order in which items are presented each day.
45 46

Phase 2: Different Items-Different Video Phase 2

Questions
Step 1: Use the same materials as you did in Phase 1, but break the materials up
into 3 sets, each containing 2 objects. So in Set 1, you will have Item 1 & 2,
in Set 2, you will have item 3 & 4 and in Set 3, you will have Item 5 & 6.

Step 2: Present in each item in the set according to the data sheet. For example,
present item 1 and ask, “What is it?” (Score a + or – depending on the
response.) If the learner responds with an incorrect response, keep re-
presenting the SD until the learner responds correctly, then immediately
present item 1 and ask, “What color?” (Score a + or – depending on the
response.)
DO NOT ERROR CORRECT (no echoic prompts)

Step 3: Run through all 10 trials across all sets and calculate the data as a %
correct score for the day. (180) If you don’t get through all the trials in the
day, score a % correct for whatever you got through.

Criteria: >90% correct across 2 days in order to move onto Phase 3.

47 48
NOTE: Change the order in which items are presented each day.

8
 7/22/2013

Phase 3 (novel stimuli): Same

Item-Different Questions &
Different Items-Different Questions
Step 1: Gather 6 novel objects that are known tacts.

Step 2: Present the items in a random order and either ask name or color according
to data sheet. If the learner makes an error, do not correct or repeat, just move
on.

Step 3: Run through all 30 trials randomly presenting the 6 items and score a %
correct for the day.

Step 4: If >90% correct, repeat steps 1-3 next day with 6 different novel stimuli.
VIDEO Phase 3 (Novel Stimuli)
Criteria: >90% correct across 2 days in order to consider this conditional
discrimination mastered. If the learner did not score 90% correct on either set
of stimuli, use those stimuli and start over at Phase 1. 49 50

Teaching Intraverbal Responding

by Feature, Function, or Class
(IFFC)

51

INTRAVERBAL EXAMPLES of INTERMEDIATE

(Fill-ins/Conversation) to ADVANCED IFFC SKILLS
• Answering “wh” questions or having a conversation so that what you say
is determined by what another person says. • When NO pictures are displayed
• A tendency to say, “candy,” when someone else asks, “What do you like – “You cut with a…”
to eat?” or “Something you eat is ___.” – “What’s something with legs?”
– “Name an animal.”
Antecedent Learner Reinforcer – “Tell me some things you sit on.” (gives several responses)
Behavior – “Tell me something that flies…” (response) “And what’s something
Verbal Non-Specific
Stimulus Verbal Behavior Reinforcement else that flies?” (resposne) “And one more thing that files is a…”
(response)

Does not match

antecedent • Common Goals
stimulus – ABLLS: H7 – H12, H13
(no point-to-point – ABLLS-R: H8, H9, H10, H11, H14 – H18
correspondence) – VB-MAPP: Intraverbal 8-M, 9-M, 10-M; Skills 9-a, 9-e, 10-e, 10-f,
12-a, 12-c, 12-d, 12-e, 14-b
53 54

9

55
REVIEW of INTRAVERBAL
BEHAVIOR
• Definition: Skinner (1957) defined the intraverbal as a
verbal response controlled by a verbal stimulus and the
response product does not have point to point
correspondence with the verbal stimulus.
• Skinner (1957) went on to discuss the function and form of
the advanced intraverbal repertoire as follows:
– “The intraverbal relations in any adult repertoire are
the result of hundreds of thousands of reinforcements
under a great variety of inconsistent and often conflicting
contingencies. Many different responses are brought
under the control of a given stimulus word, and many
different stimulus words are placed in control of a single
response.” (p.74)
57
• Not all persons with autism develop a strong intraverbal
repertoire and those who do sometimes develop a restricted
or rote repertoire.
• These individuals can respond to only a few things that
others say and usually with the same response on each
occurrence.
• Moreover, the verbal stimulus must be presented in exactly
the same way for the child to respond correctly.
59
7/22/2013
56
• An intraverbal repertoire is your “intellectual” repertoire.
Your knowledge and skill are frequently judged by the
sophistication of your intraverbal repertoire.
• It is also your social repertoire. Conversations consist of
mainly intraverbals and mands.
• Failure to develop an intraverbal repertoire reduces
advanced social interactions and isolates the individual from
the social environment.
58
• Some methods to overcome this problem are as follows:
1. Begin teaching the intraverbal repertoire when the tact
and listener repertoires are around a 30-month-old
level.
2. Teaching intraverbal behavior before these other skills
are acquired will lead to rote and scripted responding at
best.
3. The following teaching procedures, once
approximately a 2.5-year-old level of listener behavior
and tacting have been established, will improve the
likelihood of developing a functional intraverbal
repertoire (i.e., developing the stimulus and response
classes indicated in the Skinner quote just discussed).
60
10

PREREQUISITE SKILLS
• When deciding to teach IFFCs, consider all relevant prerequisite
skills:
– Does the learner have a sufficient repertoire of listener
responses and tacts by feature, function, and class (LRFFCs
and TFFCs)?
– Does the learner have a strong enough tact repertoire to
support the development of this intraverbal repertoire? A
robust tact repertoire will far exceed ABLLS/VB-MAPP
criteria, will be characterized by generality across novel
stimuli, and will include a wide variety of tacts, including but
not limited to:
• Tacting common objects
• Tacting pictures of common objects
• Tacting ongoing actions
• Tacting pictures of actions
• Tacting parts and features of objects
• Tacting adjectives
• Tacting by class 61
TEACHING IFFCS: STEP 1
• Teach single response IFFC fill-ins or “wh” questions using a tact to
intraverbal transfer procedure whenever possible (Goldsmith, LeBlanc,
& Sautter, 2007; Ingvarsson & Hollobaugh, 2011). This is
recommended because, in persons with typically developing language
repertoires, the tact repertoire often supports or facilitates the
intraverbal repertoire.
• In order to teach intraverbal responding in as typical of ways as
possible, vocal prompts should not be used just because the learner has
not been taught the tact. Teach the tact first, then teach the intraverbal.
Verbal Phrase----------Tact Stimulus-----R
(“You cut with a……..”) (object – knife) “knife”
(“What to you cut with?) (object – knife) “knife”
FADE
Verbal Phrase----------------------------------R
(“You cut with a…..”) “knife”
(“What do you cut with?”) “knife”
• Make sure that the words in the fill-in statement or “wh”
question and the words required as the response are both
previously mastered across other operants, at least as tacts and
preferably as listener responses as well.
– In, “A magazine is something you … read,” magazine
should be mastered as a tact of a common object/picture
and reading should be also be mastered as a tact of an
ongoing action or an action in a picture.
– In, “Something you read is a … magazine,” reading should
be mastered as a tact of an ongoing action or an action in a
picture and magazine should be mastered as a tact of a
common object/picture.
– In, “Tell me something that comes in many flavors … ice
cream,” the learner should the tact the flavors (e.g.,
chocolate, vanilla, etc.) when eating different flavors of ice
cream and should tact ice cream. Also preferable, although
not essential, is that the learner tact the class of flavors.
7/22/2013
• These considerations are critical to developing a functional
intraverbal repertoire.
• In addition, these considerations are important based upon
the teaching procedures to be recommended.
• The goal of the recommended teaching procedures will be
to transfer responding across operants (i.e., tact to
intraverbal) by transferring stimulus control of the
responses from one antecedent stimulus (i.e., a non-verbal
stimulus, or picture) to another (i.e., a verbal stimulus, or
fill-in phrase/question).
• In other words, these procedures will use previously
established responses from one operant (i.e., tact) to teach
new responses as another operant (i.e., intraverbal).
62
IFFC STEP 1 TARGET
SELECTION
• Select functional targets
• Try to select multiple targets related to one stimulus (e.g.,
shirt) across several skill areas simultaneously
• H7 – Something you wear is a … shirt
• H8 – A shirt is something you … wear
• H9 – A shirt has … sleeves
• H10 – Something with sleeves is a … shirt
• H11 – A shirt is a type of … clothing
• H12 – Tell me a type of clothing … shirt
63 64
IFFC STEP 1 ERRORLESS TEACHING PROCEDURES:
PROMPT – TRANSFER/FADE – DISTRACTERS – PROBE
1. Prompt: Present the instructional demand (SD) and immediately
(0-second time delay) prompt the learner to respond.
2. Transfer/Fade: Re-present the instructional demand and fade
some dimension of the prompt (e.g., fade from a physical to a
gestural prompt, use a phonemic prompt instead of a full word,
decrease physical guidance) or implement a 2-second time delay
and allow the learner to respond.
3. Distracters: Require 1-5 easy, mastered responses.
4. Probe: Re-present the instructional demand and further fade the
prompt or probe by waiting 3 seconds for the response to be
emitted.
5. Reinforce or Error Correct:
- If the learner’s response is correct, deliver a reinforcer.
Differentially reinforce as appropriate.
- If the learner’s response is incorrect, run the error
correction procedure.
65 MODIFY THESE PROCEDURES AS NEEDED BASED UPON 66
INDIVIDUAL LEARNER PERFORMANCE.
11
 7/22/2013

IFFC STEP 1 TEACHING DIAGRAM for IFFC STEP 1

EXAMPLE TEACHING EXAMPLE
Teacher: Says, “A giraffe eats…,” and immediately presents a • Teach using a tact to intraverbal stimulus control transfer procedure
picture of leaves. (PROMPT) • Transfer of stimulus control from the non-verbal stimulus to the vocal SD
Learner: Signs (or says,) “leaves.”
Prompt:
Teacher: Says, “A giraffe eats…,” and waits 2 seconds to allow
learner to respond (TRANSFER) or fades some aspect of the Antecedent
Learner Behavior
prompt, perhaps by quickly flashing the picture (FADE). Vocal SD- “A giraffe
Reinforcer

Learner: Signs (or says), “leaves.” eats…” Verbal Behavior

(Child signs Non-Specific
Non-verbal stimulus “leaves”) Reinforcement
(Picture of leaves)
Runs 1-5 distracters.
Transfer of stimulus control:
Teacher: Says, “A giraffe eats…,” without prompts. (PROBE) Antecedent Learner Behavior Reinforcer
Learner: Signs (or says), “leaves.” Vocal SD (“A giraffe Verbal Behavior Non-Specific
Teacher: “Good job,” while delivering a chip and turning on the eats…”) (Child signs Reinforcement
“leaves”)
TV. 67 68
Video – IFFC Step 1 Teaching Procedure

DEFINING INCORRECT IFFC

• Errors may be emitted on both unknown (current acquisition
STEP 1 RESPONSES skills) and known (previously mastered skills) targets.
An error (i.e., incorrect response) occurs when the learner:
• Errors may also be emitted during teaching sequences (e.g.,
during prompted trials, during transfer trials, or on probes).
1. Emits a response not scheduled for reinforcement (i.e.,
wrong answer),
2. Chains two or more responses together (i.e., self- • The same error correction procedure should be implemented
corrections or provides multiple members of the response regardless of when the error is emitted.
class),
3. Or fails to respond within 2-3 seconds following the
presentation of the demand.

69 70

IFFC STEP 1 ERROR CORRECTION PROCEDRE EXAMPLE of IFFC STEP 1

1. Prompt: Re-present the instructional demand (SD) and
immediately (0-second time delay) prompt the learner to
respond.
2. Transfer/Fade: Re-present the instructional demand and fade
some dimension of the prompt (e.g., fade from a physical to a
gestural prompt, use a phonemic prompt instead of a full word,
decrease physical guidance) or implement a 2-second time
delay and allow the learner to respond.
3. Distracters: Require 1-5 easy, mastered responses.
4. Probe: Re-present the instructional demand and further fade
the prompt or probe by waiting 3 seconds for the response to
occur.
5. Reinforce or Error Correct:
- If the learner’s response is correct, deliver a reinforcer.
Differentially reinforce as appropriate.
- If the learner’s response is incorrect, run the error
correction procedure again.
MODIFY THESE PROCEDURES AS BASED UPON
71
INDIVIDUAL LEARNER PERFORMANCE
ERROR CORRECTION
Teacher: Says, “Tell me something that has pages… .”
Learner: Signs (or says), “pretzel.” (ERROR)
Teacher: Says, “Tell me something that has pages…” (REPRESENT SD), and
immediately presents a picture of a book. (PROMPT)
Learner: Signs (or says), “book.”
Teacher: Says, “Tell me something that has pages…,” and waits 2 seconds to
allow learner to respond (TRANSFER) or fades some aspect of the prompt,
perhaps by quickly flashing the picture (FADE).
Learner: Signs (or says), “book.”
Runs 1-5 distracters.
Teacher: Says, “Tell me something that has pages…,” without prompts.
(PROBE)
Learner: Signs (or says), “book.”
Teacher: “Good for you” (and can deliver other reinforcers if necessary).
72
Video – IFFC Step 1 Error Correction

12

ADDITIONAL IFFC STEP 1
VIDEOS
Video – Katy early IVs during DTI
Video – Katy IVs during DTI
Video – Andre IVs during DTI
Britt and Jean Marie
Ian with Jean Marie
Max early intraverbals
Vincent Intraverbals
STIMULUS and RESPONSE
GENERALIZATION
• Stimulus Generalization – when stimuli that share similar
physical properties evoke the same response
• Response Generalization – when multiple responses that are
functionally equivalent are evoked by the same stimulus
(adapted from Cooper, Heron, and Heward, 2007)
TARGET SELECTION
• Select functional targets.
• Pick 2-4 mastered, functional tacts (each from a different
class).
• Develop 4-6 feature, function, and class (FFC) fill-in phrases
or “wh” questions (i.e., SDs) for each known tact that you will
teach. Choose SDs that can later be grouped into “concepts”
(e.g., “things you wear,” “things with sleeves,” “types of
clothing”) so as to simultaneously teach stimulus and response
classes. For example, for shirt:
– H7 – “Something you wear is a … shirt”
– H8 – “A shirt is something you … wear”
– H9 – “A shirt has … sleeves”
– H10 – “Something with sleeves is a … shirt”
– H11 – “A shirt is a type of … clothing”
– H12 – “Tell me a type of clothing … shirt”
7/22/2013
TEACHING IFFCS: STEP 2 –
INTRAVERBAL WEBBING
• The name of this step/protocol is: Intraverbal Webbing
Protocol (Semantic Feature Mapping)
• The purpose of the intraverbal webbing procedure is to
teach advanced IFFC skills which will facilitate stimulus
and response generalization and establish stimulus and
response classes.
• The recommended teaching procedures are designed to
develop flexibility and avoid rote responding (e.g., that can
develop when teaching multiple responses using backward
73 74
chaining).
STIMULUS and RESPONSE
CLASSES
75 76
Video – Response and Stimulus Classes
• When creating targets, remember that each FFC in the SD
should be mastered as a tact.
– Before teaching, “A shirt has… sleeves,” “shirt” should
be a mastered tact and “sleeve(s)” should be a mastered
tact (part of a shirt).
– Before teaching, “A magazine is something you …
read,” “magazine” and “reading” should be mastered as
tacts.
– Before teaching, “Tell me something that comes in many
colors … markers,” various colors (e.g., red, green,
yellow, blue, purple) and “markers” should be mastered
as tacts.
• Word the SD in a natural way; do not select awkward SDs
just to force multiple responses.
77 78
13
 7/22/2013

MATERIAL MANAGEMENT INTRAVERBAL WEBBING:

• As you are developing targets, write each fill-in phrase/“wh” TEACHING the 1ST MEMBER of the
question and the target response on a blue index card labeled
with the skill area (e.g., H7 – H12).
• Also prepare a picture of the target response (whenever possible)
RESPONSE CLASS
that will be used as a prompt during teaching. • For the first member of each response class use the errorless
• If only one picture will be necessary to prompt the multiple teaching procedures previously described: PROMPT –
responses that will be taught in the future, tape that picture to the
back of the index card. For example, TRANSFER/FADE – DISTRACTERS – PROBE.
– H9 a shirt has… (with picture of shirt on back so you can
point to the sleeves)
• If more than one picture will be necessary to prompt the multiple
resopnses that will be taught in the future, store the pictures for
targets across all Intraverbal Webbing skills in a box divided with
tabs labeled by skill area and concept. For example,
– H7 s/t you wear (with picture of shirt)
– H10 s/t with sleeves (with picture of shirt)
– H12 clothing (with picture of shirt)
79 80

INTRAVERBAL WEBBING ERRORLESS TEACHING INTRAVERBAL WEBBING: TEACHING

PROCEDURES for 1ST MEMBER of the RESPONSE CLASS:
PROMPT – TRANSFER/FADE – DISTRACTERS – PROBE
the 1ST MEMBER of the RESPONSE CLASS
1. Prompt: Present the instructional demand (SD) and immediately (0-
EXAMPLE
second time delay) prompt the learner to respond. Teacher: Says, “Tell me something you see at the zoo…,”
2. Transfer/Fade: Re-present the instructional demand and fade some immediately presents a picture of a lion, and simultaneously
dimension of the prompt (e.g., fade from a physical to a gestural models (or says) the sign (or word) for “lion.” (PROMPT)
prompt, use a phonemic prompt instead of a full word, decrease
physical guidance) or implement a 2-second time delay and allow Learner: Signs (or says), “lion.”
the learner to respond. Teacher: Says, “Tell me something you see at the zoo…,” and
3. Distracters: Require 1-5 easy, mastered responses. waits 2 seconds to allow learner to respond (TRANSFER) or
4. Probe: Re-present the instructional demand and further fade the fades some aspect of the prompt, perhaps by quickly flashing
prompt or probe by waiting 3 seconds for the response to be emitted. the picture (FADE).
5. Reinforce or Error Correct: Learner: Signs (or says), “lion.”
- If the learner’s response is correct, deliver a reinforcer. Runs 1-5 distracters.
Differentially reinforce as appropriate.
- If the learner’s response is incorrect, run the error Teacher: Says, “Tell me something you see at the zoo…,”
correction procedure. without prompts. (PROBE)
Learner: Signs (or says), “lion.”
MODIFY THESE PROCEDURES AS NEEDED BASED UPON
81
Teacher: “Nice job,” while turning on the TV. 82
INDIVIDUAL LEARNER PERFORMANCE.

DIAGRAM for INTRAVERBAL WEBBING: DEFINING INCORRECT RESPONSES and ERROR

TEACHING the 1ST MEMBER of the RESPONSE CORRECTION PROCEDURE for INTRAVERBAL
CLASS EXAMPLE WEBBING TEACHING the 1ST MEMBER of the
• Teach using a tact (plus mimetic or echoic) to intraverbal stimulus control
transfer procedure RESPONSE CLASS
• Transfer of stimulus control from the non-verbal stimulus (plus vocal or
model prompt) to the vocal SD • An incorrect response is defined the same as it was for IFFC
Prompt:
Step 1 skills.
Antecedent
Learner
Vocal SD- “Tell me something you see at Reinforcer
Behavior
the zoo.”
Non-Specific
• Use the same error correction procedure as previously
Verbal Behavior
Non-verbal stimulus (Picture of lion)
(Child signs Reinforcement described for IFFC Step 1 skills.
Model prompt (Teacher signs “lion”) “lion”)

Transfer of stimulus control:

Learner
Antecedent Behavior Reinforcer

Vocal SD (“Tell me something you see at Verbal Non-Specific

the zoo.”) Behavior (Child Reinforcement
signs “leaves”)
83 84
Video – Webbing 1st Response

14
 7/22/2013

INTRAVERBAL WEBBING: TEACHING

ADDITIONAL MEMBERS of the RESPONSE • After the prompted trials, run a probe trial during which you
CLASS do not prompt the target response.
• If the learner provides all previously mastered responses
• Present the learner with the SD and allow the learner to fill- along with the target response, reinforce abundantly.
in previously mastered response(s). (Example: “Tell me a • Repeat the probe step additional times as necessary based
vehicle” learner says “car.”) upon the individual learner. Always provide large
magnitude of highly preferred items for independent
• Repeat the SD and prompt the next target response using a responding (i.e., differentially reinforce).
0-second time delay with a picture card (i.e., tact).
• Immediately following the learner’s correct response,
briefly reinforce.
• Repeat this at least once (and up to three additional times as
necessary to modify for the individual leaner). On each
additional presentation, fade some aspect of the prompt
(e.g., fade from holding the card up for a full 1-2 seconds to
quickly flashing the card).
85 86

INTRAVERBAL WEBBING: TEACHING the 2ND INTRAVERBAL WEBBING: TEACHING the 3rd
MEMBER of the RESPONSE CLASS MEMBER of the RESPONSE CLASS
1st response: “apple” = previously mastered 2nd response: “cookie” = target response 1st & 2nd responses: “apple and “cookie” = previously mastered 3rd response.: “banana” = target response

PROMPT:
PROMPT: Teacher: “Tell me something you eat.”
Teacher: “Tell me something you eat.” Learner: “Apple”
Learner: “Apple” Teaching: “Tell me something else you eat.”
Learner: “Cookie”
Teacher: “Tell me something else you eat” and displays picture of a cookie
Teacher: “Tell me something else you eat” and displays picture of banana
Learner: “Cookie” Learner: “Banana”
Teacher: “Good job” while turning on the TV for about 10 seconds. Teacher: “Good job” while turning on the TV for about 10 seconds.
Video – Webbing PROMPT:
Video – Webbing
PROMPT:
2nd Response Teacher: “Tell me something you eat.” 3rd Response
Teacher: “Tell me something you eat.” Learner: “Apple”
Learner: “Apple” Teaching: “Tell me something else you eat.”
Teacher: “Tell me something else you eat” and displays picture of a cookie Learner: “Cookie”
Learner: “Cookie” Teacher: “Tell me something else you eat” and displays picture of banana
Teacher: “Good job” while turning on the TV for about 10 seconds Learner: “Banana”
Teacher: “Good job” while turning on the TV for about 10 seconds.

PROBE: PROBE:
Teacher: “Tell me something you eat.” Teacher: “Tell me something you eat.”
Learner: “Apple”
Learner: “Apple”
Teaching: “Tell me something else you eat.”
Teacher: “Tell me something else you eat” and does not display picture of cookie Learner: “Cookie”
Learner: “Cookie” Teacher: “Tell me something else you eat” and does not display picture of banana
Teacher: “Good job” while delivering a candy and turning on the TV for about 30 seconds Learner: “Banana”
Teacher: “Good job” while delivering a candy and turning on the TV for about 30 seconds
87 88
Learner specific adjustments: Repeat additional probes as needed. Use greater magnitude or variety of Learner specific adjustments: Repeat additional probes as needed. Use greater magnitude or variety of reinforcers as needed.
reinforcers as needed.

INTRAVERBAL WEBBING: PROBE INTRAVERBAL WEBBING:

for NOVEL RESPONSES DEFINING INCORRECT RESPONSES
• Once you have taught two to three members of a response class, probe to
see if the learner will emit novel (i.e., generalized or untrained) responses.
• Four types of responses will be considered errors (i.e.,
• If the learner emits novel responses, differentially reinforce with a large
incorrect responses):
magnitude of highly preferred reinforcers.
– Incorrect responses (Example: “Tell me a vehicle” and the
Video – Webbing Probe for Novel Responses
learner says “bird”),
• If the learner does not emit novel responses, continue teaching 4th and 5th – Repeated responses (Example: “Tell me a vehicle” the
members of the response class. learner says “car” “Tell me another vehicle” the learner
says “car”),
Video – Webbing Teaching 4th and 5th Responses
– Emitting multiple members of the response class (Example:
“Tell me a vehicle” the learner says “car, boat, airplane),
• If novel responses are not emitted after 5 members of the response class
have been taught, do not continue to teach additional members of that – Or failure to respond within 2-3 seconds.
response class. Instead, begin teaching responses within a different 89 90
response class.

15
 7/22/2013

INTRAVERBAL WEBBING: ERROR

INTRAVERBAL WEBBING: ERROR CORRECTION EXAMPLE
– 4 responses: “pants, hat, underwear, socks” = previously mastered
CORRECTION PROCEDURE 1st th
5th responses: “shirt” = current target
• If the learner emits an error at any point during instruction, use the
following error correction procedure: PROBE:
– Provide a 5-second time out which includes turning face away from Teacher: “Tell me something you wear.”
learner and withholding attention. This is when you should gather Learner: “Hat”
your materials (i.e., non-verbal stimuli/pictures) with which to Teacher: “Tell me something else you wear.”
prompt. Learner: “Underwear” Video – Webbing
– Restart the trial following the teaching procedures listed previously. Teacher: “Tell me something else you wear.” Error Correction
– Prompt at the numbered response on which the learner erred. For Learner: “Socks”
example, if the learner emitted two correct responses and erred on Teacher: “Tell me something else you wear.”
the third response, be ready to prompt the third member of the Learner: “Shirt”
response class. Teacher: “Tell me something else you wear.”
• If the learner has previously mastered additional members of the Learner: “Underwear” (ERROR)
response class (e.g., mastered four responses and now teaching fifth
response, but erred on third response), go through the teaching ERROR CORRECTION:
procedure building up one member at a time (i.e., to re-strengthen the Teacher: 5 second time out without attention given to learner.
response class) until the learner is emitting all previously mastered
Teacher: Follows the teaching procedure for teaching a 5th member of the response class (i.e.,
members of the response class (and the current target response if the represent, “Tell me something you wear,” and allow learner to emit first four members of
error occurs during teaching). In other words, error correct the third, 91 response class, prompt fifth member; repeat 1 – 3 times; probe all five responses; repeat if
92
then the fourth, then the fifth responses. necessary)

A VARIATION on TEACHING TARGET SELECTION for VARIATION

INTRAVERBAL WEBBING MULTIPLE
RESPONSES
• Based on the strength of their intraverbal repertoire and their rate of
acquisition, it may be possible/appropriate to teach some learners to
emit multiple members of the response class when the teacher
presents a single SD.
• For example,
– Teacher: “Name some vehicles.”
– Learner: “Bus, boat, airplane, car.”
• It will not be appropriate to teach this skill to all learners. Without
an appropriately sufficient intraverbal repertoire and strong
conditional discriminations, many learners will emit responses
taught in this way as a single response unit, and it will be difficult to
teach them to emit only one member of the response class at a time,
something that is critical to the next steps of the Intraverbal
Webbing procedures.
93
on INTRAVERBAL WEBBING
PROCEDURE
• Select concepts across IFFC skill areas with a sufficiently large
number of response class members so that you can require the
learner to emit a specific number of responses on probes, teach
more responses than you will require the learner to emit, and still
allow for the learner to demonstrate generalized/novel responding
by emitting additional untaught members of the response class.
• For example, “Name some vehicles.”
– The learner required to emit 4 responses on probes.
– During teaching, the teacher prompts 7 responses (i.e., bus,
boat, airplane, car, fire truck, tractor, ambulance).
– This still leaves additional members of the response class for
the learner to emit as novel responses (e.g., helicopter, police
car, school bus, ship, truck, dump truck).
94

TEACHING PROCEDURES for DEFINING INCORRECT RESPONSES

VARIATION on INTRAVERBAL for VARIATION on INTRAVERBAL
PROMPT: WEBBING PROCEDURE WEBBING PROCEDURE
Teacher: Lays all teaching stimuli (5 – 10 pictures) on the table, says, “Tell me some animals,”
and immediately prompts the learner to respond by pointing to the stimuli one at a time,
fading the gestural prompt as quickly as possible. (PROMPT)
• Four types of responses will be considered errors (i.e., incorrect
Learner: Tacts by signing (or saying) the name of each pictured item. responses):
Teacher: “Good job,” and delivers about 10 seconds of movie. Video – Webbing
Variation
PROMPT: – Incorrect responses (Example: “Name some vehicles” and the
Teacher: Rotates the field while laying all teaching stimuli (5 – 10 pictures) on the table, says,
“Tell me some animals,” and immediately prompts the learner to respond by pointing to the learner says “bird”),
stimuli one at a time, fading the gestural prompt as quickly as possible. (PROMPT)
– Repeated responses (Example: “Name some vehicles” the
Learner: Tacts by signing (or saying) the name of each pictured item.
Teacher: “Good job,” and delivers about 10 seconds of movie. learner says “car, boat, car”),
– Single responses (Example: “Name some vehicles” and
PROBE:
Teacher: Says, “Tell me some animals,” without laying the teaching stimuli (pictures) on the learner says “car” and pauses for more that 3 seconds and/or
table. does not continue if only prompted once to “keep going” or
Learner: Says, “any member of the response class” (up to the required number of responses).
Teacher: Once learner emits required number of responses says, “Good job,” while delivering “tell me more”),
access to about 30 seconds of the movie.
– Or failure to respond, or continue to respond with additional
95 96
Learner specific adjustments: Repeat additional probes as needed. Use greater magnitude or examples, within 2-3 seconds.
variety of reinforcers as needed.

16
 7/22/2013

ERROR CORRECTION PROCEDURE for EXAMPLE of ERROR CORRECTION

VARIATION on INTRAVERBAL
WEBBING PROCEDURE
• If the learner emits an error at any point during instruction,
use the following error correction procedure:
– Provide a 5-second time out which includes turning face
away from learner and withholding attention. This is
when you should gather your materials (i.e., non-verbal
stimuli/pictures) with which to prompt.
– Restart the trial following the teaching procedures listed
previously.
– Adjust as necessary to prevent the learner from repeating
errors (e.g., conducting three or four prompt trials before
a probe trial).
PROCEDURE for VARIATION on
INTRAVERBAL WEBBING PROCEDURE
PROBE:
Teacher: Says, “Tell me some animals,” without laying the
teaching stimuli (pictures) on the table.
Learner: Signs (says), “elephant, frog, cat, elephant”
ERROR CORRECTION:
Teacher: 5 second time out without attention given to learner.
Teacher: Follows the teaching procedure previously described
for the variation on the Intraverbal Webbing procedure (i.e.,
lays out all teaching stimuli and prompts response, repeats
prompt 1 – 3 more times, probes, and repeats additional probes
as necessary).

97 Video – Webbing Variation Error Correction 98

Video – IVs during DTI

INTRAVERBAL WEBBING: FILL-OUT the FFC SUMMARY

NEXT STEPS
• Fill out the FFC Summary Sheets.
• Fill out the Concept Summary Sheets.
• Fill out the Concept Maps.
• Practice “webbing” across the related Concept Maps.
***This is the most critical component of the IV
Webbing/Semantic Feature Mapping Protocol. Without this
step, functional conversational skills will be highly unlikely
to develop. Begin this step as early into Steps 1 and 2 (single
and multiple response intraverbal fill-ins) as possible, even if
the early webs only have 1 – 2 responses/branches. 99
SHEETS
• Write abbreviations for all of your targets on the FFC
Summary Sheets.
• Label each target on the FFC Summary Sheet with the
correlating ABLLS goal. List the “forwards” (e.g., “Tell
me an animal… dog; H7, H10, H12) on the left and the
“reversals” (e.g., “A dog is an… animal; H8, H9, H11) on
the right.
100

FFC Summary Sheet

101 102

17
 7/22/2013

FILL-OUT the CONCEPT

SUMMARY SHEETS
• Review your FFC Summary Sheet and begin to group
targets/SDs into “concepts” that will contain multiple
exemplars (e.g., things that go, food, vehicles, etc.).

• Write these concepts on the Concept Summary Sheets.

• Once a target has been retained you will write that target
under the corresponding “concept” on the Concept
Summary Sheet.

103 104

Concept Summary Sheet

THINGS THAT FLY

“Tell me a Learner says “Tell me a Learner says
________ “ “ ________ “ ________ “ “ ________ “
SD: Tell me something Present SD below
1 1 that flies.
2
2 Learner says
3 3 Learner says… “Flies”
4 4
1 Bird A bird is something that
5 5

6 6

7 7

8 8 2 Airplane An airplane is
9
something that…
9

10 10

11 11
3 Helicopter A helicopter is
12 12
something that
13 13

14 14

15
105 106
15

107 108

18
 7/22/2013

FILL-OUT the CONCEPT MAPS

• Once concepts have been identified write those concepts (e.g.,
“things that fly”) on the Concept Maps.

• As targets within each concept are mastered, add those to the

Concept Maps.

• Add novel responses to the Concept Maps as well.

• Use the arrows to indicate directionality of the responses.

• Highlight separate concepts that web off from the central

concept on each map.
109 110

111 112

PRACTICE WEBBING ACROSS

the RELATED CONCEPT MAPS
• Once enough exemplars have been taught within each stimulus and response
class that you can begin to web (i.e., make connections) across several different
maps, begin to web across concepts using the Concept Maps.
• For example, if a learner has mastered, “Tell me an animal… dog/cat/bird,” as
a multiple response, “A cat has a… tail,” “Something with a tail is a… cat,” “A
cat is an… animal,” and, “A bird flies in the…sky,” as individual intraverbal
targets, an early intraverbal web might expand as follows:

SD: “Tell me an animal” R: “Dog”

SD: “And, how about another animal” R: “Bird”
SD: “And one more animal” R: “Cat”
SD: “And a cat has a…” R: “Tail”
SD: “Right, and something with a tail is a…” R: “Cat”
SD: “And a cat is an…” R: “Animal”
SD: “So, tell me an animal” R: “Dog”
SD: “And another animal…” R: “Cat”
SD: “How about another animal” R: “Bird”
SD: “And a bird flies in the…” R: “Sky”
113 114
Videos on Webbing across Concept Maps - 1 2 3 4

19

Data Collection and Graphing
MASTERY CRITERIA
• The criterion for mastery in baseline is correct responses on
3/3 baseline probes (i.e., no reinforcement, no error
correction).
• If a target is not “mastered in baseline,” then once it is entered
into teaching the criteria for mastery for yes/no first trial
probes is a number of consecutive days with a correct response
on the first trial probe (e.g., 3 days) as well as a correct
response on a retention probe conducted 7 days later.
• The number of consecutive days with a correct response on
first trial probes that is required for mastery is determined by
the instructor based upon the individual learner. Frequently the
number of consecutive days may vary from 2 consecutive days
up to 10.
117
Y/N Probe Data Sheet
Description:
• The Y/N probe data sheet will be used daily to record the accuracy
of student responses to first trial probes conducted each day for
each target across all skill areas. First trial probes are scored as
“Y” for correct or “N” for incorrect (see previous response
definitions).
• The Y/N probe data sheet includes a space for recording the
student’s name, the skill area, and whether the data reflect
acquisition or maintenance data.
• The Y/N probe data sheet also includes a series of rows and
columns. The rows on the left-hand side of the page are the areas
where individual targets will be recorded. The columns provide a
space to record the date of the probe and a space to record the
accuracy of student responses. 119
7/22/2013
DATA COLLECTION SYSTEM
for ACQUISTION of SKILLS
• Recording data on the targeted response on a daily basis allows
instructors to monitor progress of the student frequently.
• Discontinuous (i.e., first trial probe) data collection, as opposed
to continuous (i.e., trial-by-trial) data collection, is recommended
for the following reasons (Cummings & Carr, 2009; Dollins &
Carbone, 2003; Lerman, Dittlinger, Fentress & Lanagan, 2011;
Najdowski et al., 2009):
– First trial probe data collection is less time consuming, which
results in more time being spent teaching.
– First trial probe data collection is equally as efficient (amount
of time to mastery).
– First trial probe data may be equally as effective at leading to
maintenance of skills over time, although some results
suggest slightly lower maintenance over time for skills
mastered using cold probe data. 116
DATA BOOK SET-UP
• A data book should be developed for recording student
progress with acquisition of skills.
• The following data sheets should be included within each
skill area/objective sub-section of the data book
• Yes/No probe sheet
• Skills tracking
• Cumulative graph
118
How to Use:
• A Y/N probe data sheet should be set up for each skill area currently
being targeted during DTI. Two to three targets in each area should
be listed on the data sheet.
• The date on which probes were conducted should be written in the
boxes above the Y/N boxes.
• Phases, acquisition criteria, and/or teaching procedures should be
labeled in the row above the dates.
• During baseline, acquisition, or retention probes, a “Y” should be
circled on the data sheet to indicate a correct response, and an “N”
should be circled to indicate an incorrect response. Data points
should be connected within phases to show trends.
• Black phase change lines should be drawn to indicated changes in
phases (e.g., baseline to teaching, teaching to retention).
• Yellow highlighter should be used to indicate when the acquisition
criterion was met. Pink highlighter and a red phase change line
should be used to indicate when the retention criterion was met.
120
20

How to Use:
• When targets are selected for teaching they should be
immediately added to the skills tracking sheet.
• The date on which baseline probes were conducted should
be recorded under the column “Date Introduced.”
• When the 3 consecutive day criterion is achieved (or other
number depending on individual learners), this date should
be recorded under the “Date Acquired” column.
• Finally when a retention probe is conducted and the student
responds correctly, the date should be included under the
“Date Retained” column.
Cumulative Graph
Description:
• The cumulative graph is used as a visual display of student progress
over time. Through visual inspection it can be determined whether the
student is continuing to make gains or if limited progress has been
made and therefore revisions to current teaching practices are
necessary.
• The visual display and analysis of data is a hallmark of applied
behavior analysis and an essential component to any behavior analytic
program.
• Failure to collect, graph, and analyze data will result in limited student
progress over time.
• The cumulative graph provided has spaces to record the student’s
name, the period of time the graph extends through, and the skill area
being targeted.
• This cumulative graph is used to visually display the cumulative
number of targets retained per week.
7/22/2013
Skills Tracking Sheet
Description:
• The skills tracking sheet is used to record the date on which
targets were introduced, acquired, and retained.
• The sheet includes a space for the student’s name, the skill area
targeted, individual targets, and relevant dates.
121 122
123 124
How to Use:
• Once per week, the cumulative graph should be updated to show the
cumulative number of targets retained in the given skill area up to that
point.
• On the bottom of the graph is a space to record the date of the weekly
graphing.
• The graph is scaled to 50 and each line of the graph indicates an increase of
one, although the scale of the graph can be changed based on an individual
learner’s rate of progress.
• Once per week, the teacher should count up the total number of targets
retained in each skill area and plot a data point on the graph at the correct
point. Data points should be connected by a straight line.
• Cumulative graphs can never go down because they show how many
targets have been retained up to that point. Cumulative graphs can only go
up or stay at the same level. A graph that shows data points moving upward
indicates progress. A graph that shows data points at the same level over 2
or more weeks indicates that no additional progress has been made, and
therefore indicates that a change to instructional procedures should be
implemented.
• Black phase change lines should be drawn to indicated changes to
instructional practices. Red phase change lines should be drawn when a
125 graph is discontinued (e.g., because a learner mastered that objective). 126
21
 7/22/2013

Graphing for Conditional

Discrimination

127

Skills Tracking: When introducing a new set into conditional discrimination:

 Record set (e.g., set 1: item/color), all training stimuli, and date introduced on
conditional discrimination skills tracking sheet.
 When the learner meets the criterion for Phase 1 (i.e., > 90% correct across 2
sessions), enter the Phase 1-Date Criteria Met on the skills tracking sheet.
 Record the date that Phase 2 is introduced on the skills tracking sheet.
 When the learner meets the criterion for Phase 2 (i.e., > 90% correct across 2
sessions), enter the Phase 2-Date Criteria Met on the skills tracking sheet and write
NA in the phase 3 column.
 After the learner meets criteria for Phase 1 and Phase 2, record the first novel set of
stimuli on the skills tracking sheet, the date introduced, and write NA in phases 1
and 2 columns.
 When the learner meets the criterion for the first set of novel stimuli, record the
second novel set of stimuli on the skills tracking sheet, the date introduced, and
write NA in phases 1 and 2 column.
 If a set does not meet the criterion in the novel phase, write “failed novel probe” for
the Phase 3-Date Criteria Met on the skills tracking sheet. The 6 stimuli from the
failed novel probe will now be introduced on the skills tracking sheet as a new set
(i.e., these will now be the training stimuli for the next set).
 If both sets of novel stimuli meet criteria (i.e., two sets of novel stimuli > 90%), the
set will be considered mastered. Record the date that the second set of novel stimuli
met the mastery criterion for Phase 3 on the skills tracking sheet for BOTH sets of
novel stimuli (i.e., all twelve stimuli used for both novel sets in Phase 3) and count 129 130
these 12 novel stimuli into the cumulative skills mastered.

Graphing: Percent of trials with correct responses for each target set as recorded on
the conditional discrimination data sheet

• Label the title, x-axis, and y-axis.

• Write the mastery criteria for phase 1 in the space above the graph
(independent variable column).
• Once the learner meets the 2 consecutive days @ > 90% correct criteria,
draw a black phase line to the right of the second data point.
• Write the mastery criteria for phase 2 in the space above the graph
(independent variable column).
• Once the learner meets the 2 consecutive days @ > 90% correct criteria,
draw a black phase line to the right of the second data point.
• If the learner failed the novel probe, use those stimuli as teaching set 2 and set
up the second graph beginning at phase one as described above.
• Write the mastery criteria for phase 3 in the space above the graph
(independent variable column).
• If the learner meets the 2 consecutive days @ > 90% correct criteria, draw
a red phase line to the right of the second data point indicating that that set
1 is mastered and label “mastered” in red.
• If the learner “fails” phase 3 (i.e., scores below a 90% correct on either of
the two novel probes), draw a red phase line and label “failed novel
probe”.
• Also graph the cumulative G11 Conditional Discrimination skills mastered per
131 week (always increases 12 at a time) as previously described for LRFFC, 132
TFFC, and IFFC targets.

22
 7/22/2013

133 134

Partington, J. W. (2006). Assessment of basic language and learning skills – Revised (The ABLLS-
REFERENCES R). Pleasant Hills, CA: Behavior Analysts.

Partington, J. W., & Sundberg, M. L. (1998). Assessment of basic language and learning skills
Cummings, A. R., & Carr, J. E. (2009). Evaluating progress in behavioral programs for children (The ABLLS): An assessment for language delayed students. Pleasant Hill, CA: Behavior
with autism spectrum disorders via continuous and discontinuous measurement. Journal of
Applied Behavior Analysis, 42, 57–71. Analysts.

Dollins, P., & Carbone, V. J. (2003, May). Using probe data recording methods to assess learner Petursdottir, A. I., & Carr, J. E. (2011). A review of recommendations for sequencing receptive
acquisition of skills. In V.J. Carbone (Chair), Research related to Skinner’s analysis of verbal and expressive language instruction. Journal of Applied Behavior Analysis, 44, 859–876.
behavior with children with autism. Symposium conducted at the 29th annual convention of
the Association for Behavior Analysis, San Francisco. Schlinger, H. D. (2008). Listening is behaving verbally. The Behavior Analyst, 31, 145–161.

Goldsmith, T. R., LeBlanc, L. A., & Sautter, R. A. (2007). Teaching intraverbal behavior to
children with autism. Research in Autism Spectrum Disorders, 1, 1–13.
Ingvarsson, E. T., & Hollobough, T. (2011). A comparison of prompting tactics to establish
intraverbals in children with autism. Journal of Applied Behavior Analysis, 44, 659–664.
Lerman, D., Dittlinger, L., Fentress, G., & Lanagan, T. (2011). A comparison of methods for
collecting data on performance during discrete trial teaching. Behavior Analysis in Practice,
4, 53–62.
Najdowski, A. C., Chilingaryan, V., Bergstrom, R., Granpeesheh, D., Balasanyan, S., Aguilar, B.,
& Tarbox, J. (2009). Comparison of data collection methods in a behavioral intervention
program for children with pervasive developmental disorders: A replication. Journal of
Applied Behavior Analysis, 42, 827–832. 135
Skinner, B. F. (1957). Verbal behavior. New York: Appleton-Century-Crofts.
Smith, T. (2001). Discrete trial training in the treatment of autism. Focus on Autism and Other
Developmental Disabilities, 16, 86–92.
Smith, T., Donahue, P. A. & Davis, B. J. (2000). The UCLA treatment model. In S. L. Harris & J.
S. Handleman (Eds.) Preschool education programs for children with autism, (2nd ed) (pp.
23–39). Austin, TX:Pro-Ed.
Sprinkle, E. C., & Miguel, C. F. (2012). The effects of listener and speaker training on emergent
relations in children with autism. The Analysis of Verbal Behavior, 28, 111–117.
136

Sundberg, M. (2008) The verbal behavior milestones assessment and placement program.
Concord, CA: AVB Press.

Wolf, M. M., Risley, T. R., & Mees, H. (1964). Application of operant conditioning procedures to
the behavior problems of an autistic child. Behavior Research and Therapy, 1, 305–312.

Wynn, J. W., & Smith, T. (2003). Generalization between receptive and expressive language in
young children with autism. Behavioral Interventions, 18, 245–266.

137

23