Behavioral Language Assessment: Part 2 (Vb Mapp)

822 words - 4 pages

The topic for today’s reading was, Behavioral Language Assessment: Part 2 (VB-MAPP). In one of the assigned readings, Assessing Your Child, we read how most speech pathologists look at language as either expressive or receptive, and that talking is a learned behavior controlled by environmental variables such as motivation, reinforcement, and antecedent stimuli. As we talk, we receive some sort of acknowledgement for our speech and this is how language begins to take shape in typically developing babies. Speech pathologist call expressive language to what is known as the four primary verbal operant (the mand, tact, echoic, and interverbal), and receptive language to the nonverbal operant (imitation, and visual performance). However, to assess to the child’s skills the parents or professors may use reinforces to rewards the child’s actions, which is what the second reading, Developing Reinforcers, stated. The rewards of the actions reinforced their determination and made their good behavior increase in the future. Everyone responds to reinforcement even children developmentally delayed, children are no different, and when they are rewarded for behaviors, they will respond positively. Also, this read talked about how to choose the child’s reinforces such as food, videos, or DVDs as well as how to develop the reinforces and to paring them with the learning environment. The pairing is the process in which parents or professors as well as the room and materials are associated with these items of interest. Notwithstanding, pairing is an ongoing process and is not something that can be done in a few days or a week, pairing needs to be reinforced throughout the time any caregiver or professional works with the child. It is important to remember to keep the demands very low in the beginning because when the work begins it is important that the child does not really know that he is working. On the other hand, as we know from past reading as “Language Assessment”, there are a number of standardized language assessments that used for children with autism or other developmental disabilities, and that these assessments are typically divided into receptive and expressive sections. Their purpose is to determine what aspects of a child's verbal repertoire are weak and where to begin a language intervention program, which is done by testing the child's language skills (the mand, tact, echoic, interverbal, imitation, and visual performance) and presenting them with an increasingly complex set of receptive and expressive...

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