Reflection of Learning from the Article Teaching Listener Skills and Echoics

S: Page 313 is mainly about speaking and listening with children that have autism spectrum disorder (ASD). Children with ASD need a lot of support in communication, and they also have trouble listening. There are many excellent tips on page 313 for speaking and listening.

The Verbal Behaviour (VB) approach is to teach all the skills including, most importantly, language skills, to the children with autism and related disorder (Barbera & Rasmussen, 2007, p.19).He stated that verbal behaviour is a functional analysis of language that is simply the behaviour that is affected by antecedents and consequences in the same ways as nonverbal behaviour (A-B-C), the same 3-terms Contingency. In his studies in the year 1957, he identified and described various Verbal Operants, or the units of analysis and separate response categories. As also he identified speaker and listener skills as a separate repertoires and stated that both must be taught individually. He also stated that

His repertoire has increased by 2-3 word phrases, and he has started to show interest in others. He is now capable of recognizing familiar faces and maintaining eye contact during social interactions. By following the structure of Leo’s program and with the guidance of the Behavior Analyst, I have helped Leo accomplish his targeted goals. Therefore, similar to the Behavior Analyst on Leo’s case, I aim to provide children with ASD with the necessary skills to prosper and grow as individuals. I want to help these children close the gap of limitations by understanding the importance of using functional communication, engaging in appropriate behavior, and comprehending social norms. Hence, my experience working with the Behavior Analyst has helped solidify my passion for pursuing this profession.

Communication is significant issue for many children with autism. They do not contact with other people clearly, and they also have many issues in using the language correctly. In the article “Cerebellum, Language, and Cognition in Autism and Specific Language Impairment” Hodge (2010) writes that children with autism have difficulties at the individual understands (receptive language) as well as what is actually spoken by the individual (expressive language) are significantly delayed or nonexistent. In other words, children with autism face difficulties to express their thoughts clearly or response to other people. However, In the article “Making Meaningful Worlds: Role-Playing Subcultures and the Autism Spectrum” Fein (2015) claims that there

One of the defining characteristics that sets the human race apart is their ability to communicate within their species, verbally and nonverbally. Despite the ability for most humans to communicate without much difficulty, individuals with cognitive disabilities are set back in that defining characteristic of their species. More specifically individuals with autism spectrum disorder (ASD), being that their cognitive disabilities are along such a large spectrum, the extent in which they are set back in their ability to communicate is also widely ranged. Although some individuals have the ability to develop functional speech, most individuals with ASD are greatly hindered by their impairments with recognizing and processing nonverbal communication.

This disorder affects an individual’s ability to communicate, understand language, and relate to others (NICHCY, 2010). Children with Autism take longer to pick up on social cues and have tough time reading what others are thinking and feeling. They have difficulty construing emotions and facial expressions of others as well. Children with Autism often experience developmental delays in speech. More severe cases of Autism can have an affect in the individual’s ability to communicate, so the use of communication systems such as sign language, electronic word processors, and speech generated devices are beneficial (Autism Speaks, N.D.). Children with Autism Spectrum Disorder have difficulty adjusting to changes in their routine, express unusual actions when playing with toys and objects, and may

First off there is something that needs to be made clear and that is what non-verbal is defined as: “Without the spoken word: includes gestures, facial expressions, and body positions (known collectively as “body language”), as well as unspoken understandings and presuppositions, and cultural and environmental conditions that may affect any encounter between people” (Dictonary.com). This is important to comprehend to understand the importance of other forms of communication, such as sign language. The article Auditory-Motor Mapping Training as an Intervention to Facilitate Speech Output in Non- Verbal Children with Autism: A Proof of Concept study, written by Catherine Y. Wan and many others, talks about how “communication deficits represent

Bondy, A., Esch, B. E., Esch, J. W., & Sundberg, M. (2010). Questions on verbal behavior and its application to individuals with autism: An interview with the experts. The Behavior Analyst Today, 11(3), 186.

According to a research from Osterling and Dawson (1994), they discovered that the autistic children failed to use pointing, gesturing or eye contact when performing the task with their peers, forbidding the usage of joint attention in non-verbal communication. While the non-clinical group could demonstrate their non-verbal skills on gesturing by the end of age 1, which was another evidence to prove their social skills were better than the autistic counterpart. In short, the ASD patients had delayed development on both verbal and non-verbal skills, resulting in their poor social skills and relationship with peers.

As the name implies, it focuses mainly of speech reinforcement, but some other skills are involved as well. This branch of behavioral science bases its efforts on the work of Dr. F. Skinner, who devised a division of speech in 1957. According to Dr. F. Skinner, there are several forms of verbal behavior - mands (requests), echoes (verbal imitations), tacts (labels) and intraverbals (conversational responses). Each of these forms has a specific nature, and VB tries to convey this to autistic children. The aim of VB is to teach autistic children the value of speech, and instruct them how to use it properly. Instead of simply labeling things ("this is a car") they are taught how to integrate their knowledge into everyday communication and social interaction. This type of therapy allows them integrate into

Based on the external evidence, incidental teaching can be an effective approach for children with autism and limited expressive language. Incidental teaching was evolved from Applied Behavior Analysis (ABA) and involves creating an environment that the client will find exciting (McGee, G. G., Morrier, M. J., & Daly, T., 1999). This environment is normally familiar but includes toys or activates that the child would find desirable. The client then initiates incidental teaching by requesting or gesturing the desired toy or activity. After the client has initiated a want the teacher then prompts them for an expansion of their request (Ledford, J. R., Gast, D. L., Luscre, D., & Ayres, K. M., 2007). New information and giving the client practice

In the second experiment, the data collected was used to select replacements for behaviors. Children were taught to ask for attention or assistance using verbal language with adults. The methods used to reduce maladaptive behaviors involved differentiated reinforcement of functional communication this created reduction in behavior problems across four developmentally disabled children. The results concluded that the hypothesis was consistent, it stated that some children’s behavior problems may be viewed as a nonverbal means of communication (Garr, Durand, 1985).

Children that have Autism generally have trouble expressing emotions. Some children with Autism may not be aware that they are being disruptive. By teaching children with Autism at young age proper communication skills will only benefit them at an older age. There is an approach called the Hanen approach for building communication skills to children with Autism. It contains three principals 1. The pivotal role of parents and caregivers(recognizing that parents play a vital role in there child’s speech.) 2. The importance of starting early (children who start early have the best results). 3. The power of “everyday” (children learn to communicate not by being taught but by being a part of everyday conversations with parents and children).

People with Autism are presented with difficulties with social interactions, in particular, establishing and maintaining relationships. There is a lack of responsiveness to non-verbal forms of communications, like facial expressions, physical gestures and eye contact. Often, they are unable to fully express needs due to being unable to interpret and understand others needs. These lack of social interactions effect their ability to share others interests and activities, which gives the appearance that they are socially distant. The cause of their inability to understand non-verbal forms of communication which causes them to become withdrawn socially; is due to a delay in speech.

People with autism have a lifelong developmental condition that not only affects the way they relate to their environment and interaction with others, but also non-verbal interactions may be misread. (Autism Spectrum