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1st Steps In Beginning Language Intervention

1015 words - 5 pages

Summary
The topic for today’s reading was 1st Steps in Beginning Language Intervention. The first assigned reading, Errorless Teaching and the Use of Transfer Procedures, established that the difference between a great Applied Behavior Analysis program and a mediocre program is often in the details of correct prompting procedures. It’s important when teaching a child with autism or any developmental delay that you not only know the science of ABA and the conceptual analysis of VB, but also that you can deliver accurate and appropriate therapy. Prompts are the little nudges or hints that will increase the likelihood of a correct response from your child. The bases of prompting include the ...view middle of the document...

Once the child is responding to the prompts on a regular basis it is important to fade the prompts out in order for the child to progress otherwise the child will become prompt dependent and will not become an independent learner. A person can fade a prompt by doing a transfer trial immediately after the prompt trials (transfer trial within or across operant). On the last part about error correction they highlighted that even children who have some good skills will make mistakes so whoever working with the child should be ready to prompt immediately because the way you treat errors can either help or hinder the child’s progress. Furthermore, on the second reading, Beginning Language Intervention, the results of the initial assessment will help determine which aspects of the training program are most relevant for the child being considered for language intervention. An intervention begins with the procedures for teaching basic communication skills, and progress to more complex language. In order to teach the children language skills it may first be necessary to get the child to cooperate with the teacher. There are several ways to teach or increase cooperation; the most effective way involves the use of a child’s current motivation and the related reinforcement. The child should be able to get access to a wider variety of reinforcers and better reinforcers for less effort by learning to cooperate. However, prior to attempting to specifically teach cooperation, it is necessary to consider why the child would want to do what adults ask of him. The desired working relationship will be established when the instructor is paired with the delivery of reinforcing items and events to the child. This process of pairing may take several trials before the instructor is ready to begin to require a response. Teaching language to an essentially nonverbal person is not an easy task, language acquisition can be a very fragile process for many children with developmental disabilities. ...

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