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Thursday, August 8 • 1:15pm - 4:15pm
83. (repeat of 71) Establishing Generative Verbal Learning for Children with Autism - Presidents Hall 1 & 2

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Typically, developing children demonstrate an explosion of language skills between the ages of 2 and 3 (Hart & Risley, 1995). A child acquires new speaker and listener skills daily, often without direct training or reinforcement. However, many children with autism struggle with, or fail to make this critical linguistic leap. This learning barrier could be related to a child’s inability to benefit from generative verbal learning. Generative verbal learning occurs when existing verbal skills enable or accelerate the acquisition of other verbal skills, without direct teaching or reinforcement (Rosales-Ruiz & Baer, 1997). An account of generative learning based on Skinner’s (1957) analysis of verbal behavior will be described (e.g., Horne & Lowe, 1996; Greer & Ross, 2008; Staats, 1996). It will be suggested that there are several different types of generative effects that collectively allow for the rapid and efficient acquisition of more advanced verbal repertoires. The VB-MAPP contains a number of milestones that can be identified as measures of generative learning. These milestones will be described, along with ways to read a child’s existing VB-MAPP in terms of generative verbal learning scores. Finally, suggestions will be offered for how and when to establish generative repertoires for children with autism. Credits: Act 48, SW, Psych, PT, OT, BACB, ASHA

avatar for Mark Sundberg

Mark Sundberg

Mark L. Sundberg, Ph.D., BCBA-D, received his doctorate in applied behavior analysis from Western Michigan University in1980, under the direction of Dr. Jack Michael. He is the author of the VB-MAPP: Verbal Behavior Milestones Assessment and Placement Program, and co-author of the... Read More →

Thursday August 8, 2019 1:15pm - 4:15pm EDT