Download Introduction to Applied Behavior Analysis

Teaching ASL to a Child
with 13q Chromosome
Deletion
Rebecca Copell
Justin Daigle
Background
Age: 2
Gender: Male
Diagnosis: 13q12.2-34 Mosaic Deletion
Significant Features: Deafness, Muscle and
Cognitive Underdevelopment
Prevalence: Only known case
Main Question
Can behavior analytic techniques (Errorless
Learning, Discrete Trial Training, Verbal Behavior)
be used to teach American Sign Language (ASL) to
a person who is deaf (even with the limitation of
the chromosomal deletions)?
13q Deletion
140 cases of 13q deletions has been recorded.
Very limited medical information.
No recorded risk of organ anomalies.
Recorded cases of fluid in brain and cranial
abnormalities.
Delayed communication and social skills.
Unique Support and Information. (2006). 13q deletions: various
[brochure]. Caterham, Surrey, UK: Unique Publications.
13q Deletion
Difficulty breathing
Underdeveloped vision
Delayed in mobility
Usually not hearing impaired
Unique Support and Information. (2006). 13q deletions: various
[brochure]. Caterham, Surrey, UK: Unique Publications.
American Sign Language
Not the only style of Sign used in USA
Most frequently taught currently in school
Most frequently used in deaf community
Expressive Sign is best taught when imitation skills
have occurred
Mitchell, R.E., Young, T.A., Bachleda, B., and Karchmer, M.A. (2006). How many
people use asl in the united states?. Sign Language Studies, 6(3).
Tincani, M. (2004). Comparing the picture exchange communication system and
sign language treating for children with autism. Focus on Autism and other
Developmental Disabilities. 19(3). 152-163.
American Sign Language
Very efficient form of verbal behavior
Easily portable
Considered it’s own language
Easily prompted in training
Can utilize resource in existence for the deaf
community (independent of BA)
Sundberg, M.L. (1993). Selecting a response form for nonverbal persons:
Facilitated communication, pointing systems, or sign language?. The Analysis
of Verbal Behavior. 11, 99-116.
American Sign Language
Signed response form closely resembles the
controlling stimuli in the environment
(example: ball)
If speaking while signing, can help develop “lip
reading” skills
Sundberg, M.L. (1993). Selecting a response form for nonverbal persons:
Facilitated communication, pointing systems, or sign language?. The Analysis
of Verbal Behavior. 11, 99-116.
American Sign Language
A deaf child’s (raised by deaf parents) verbal
behavior parallels a hearing child’s (raised by
hearing parents).
Sundberg, M.L. (1993). Selecting a response form for nonverbal persons:
Facilitated communication, pointing systems, or sign language?. The Analysis
of Verbal Behavior. 11, 99-116.
ASL Response Forms
Comparing the response forms by the potential strength of the verbal operants.
Speech
ASL
Facilitated
Communication
Pointing Systems
Mand
Strong
Strong
Weak
Weak-Medium
Tact
Strong
Strong
Weak-Medium
Medium
Intraverbal
Strong
Strong
Medium
Weak
Codic
Strong
Weak-Medium
Strong
Weak
Autoclitic
Strong
Strong
Weak-Medium
Weak-Medium
Receptive
Strong
Strong
None (Speech)
None (Speech)
Sundberg, M.L. (1993). Selecting a response form for nonverbal persons:
Facilitated communication, pointing systems, or sign language?. The Analysis
of Verbal Behavior. 11, 99-116.
ASL Final Thoughts
A lot of research in the ABA world about teaching
ASL to individuals with ASD, MR.
A lot of research in Psychology about teaching ASL
to neurotypical children.
Both field lacks research in teaching (and benefits
of teaching) ASL to a deaf person.
Method
Prior to study, client had one functional sign: milk
Parents had attempted to teach additional signs
with little success.
No signs that were ‘taught’ by parents were used.
Method
3 Expressive Language Targets (based on parental
interview and free operant preference
assessment):
1) Toy (ASL Modified “Play” to “T” handshape)
2) Break (ASL “Stop”)
3) Game
Method
3 Receptive Language Targets (based on parental
interview and preverbal skills):
1) Look at me (ASL: Look)
2) Sit Down (ASL: Sit)
3) Stand Up (ASL: Stand)
Method
30 sessions
15-minute in duration
Multiple Probe Design
Response Measure
A prompted response – a related response to a SD
that requires a prompt at any level to achieve
A non-prompted response – a related response to
a SD that occurs spontaneously and without a
prompt
Receptive Conditions
Baseline Receptive – Instruction signed, no
prompts, no consequences
Treatment Receptive – Instruction signed, prompt
given if needed, transfer trial conducted if prompt
was needed. Prompting fading (most to least).
Errorless learning.
Expressive Conditions
Baseline Expressive – Motivation was created
(required an overt behavior). Specific
reinforcement was delivered for a sign.
Treatment Expressive – Motivation was created.
Prompts used. Transfer Trials. Prompt fading (most
to least). Errorless learning.
Results
Preliminary support that deafness or a 13q
deletion does NOT prevents Discrete Trial Training
from being effective at teaching Verbal Behavior in
the form of American Sign Language.
Discussion
Why expressive language responded more slowly?
How will different prompt fading procedures
affect the effectiveness of treatment?
To what capacity could an individual with multiple
disabilities have their verbal behavior repertoire
increased through ASL?
Contact
Justin Daigle, MA, BCBA, LBA
[email protected]
www.justindaigle.weebly.com