Speech and language assessment: A verbal behavior analysis.

2010 ◽  
Vol 5 (2) ◽  
pp. 166-191 ◽  
Author(s):  
Barbara E. Esch ◽  
Kate B. LaLonde ◽  
John W. Esch
Keyword(s):  
Verbal Behavior ◽  
Behavior Analysis ◽  
Language Assessment ◽  
Speech And Language

Why behavior should matter to linguists

2003 ◽  
Vol 26 (6) ◽  
pp. 670-672 ◽  
Author(s):  
A. Charles Catania
Keyword(s):  
Verbal Behavior ◽  
Behavior Analysis ◽  
Brain Organization ◽  
Structural Dimensions

Jackendoff's Foundations of Language: Brain, Meaning, Grammar, Evolution has many points of similarity with Skinner's analysis of verbal behavior, though the former emphasizes structure whereas the latter emphasizes function. The parallels are explored in the context of a selectionist account of behavior in general and of verbal behavior in particular. Part of the argument is that behavior drives evolution and therefore also drives brain organization. Another concerns itself with the nature of explanation. Recent experimental developments in behavior analysis are reviewed as potential contributions to an understanding of language that incorporates its functional as well as structural dimensions.

Speech and language assessment scales of deaf children

1978 ◽  
Vol 11 (2-3) ◽  
pp. 215-226 ◽  
Author(s):  
Donna S. Geffner ◽  
Harry Levitt ◽  
Lisa Rothman Freeman ◽  
Sr.Rosemary Gaffney
Keyword(s):  
Language Assessment ◽  
Deaf Children ◽  
Speech And Language ◽  
Assessment Scales

A Collective Case Study on Two Speech and Language Impaired Learners with Autism

2015 ◽  
pp. 198-237
Author(s):  
Jacqueline R. Sabale
Keyword(s):  
Verbal Behavior ◽  
Hybrid Model ◽  
Treatment Method ◽  
Universal Method ◽  
Speech And Language ◽  
Collective Case Study ◽  
Language Impaired ◽  
Behavior Skills ◽  
Apple Ipad ◽  
Natural Settings

Various treatment methodologies have been demonstrated to be efficacious in instructing learners with autism; however, there is no universal method of treatment, since no single treatment method has been proven to ameliorate the multifaceted symptoms of autism entirely (Lovaas, 1987). This chapter discusses the results of a qualitative study that investigated the functional validity and instructional implications of the implementation of a potential hybrid Applied Behavior Analysis (ABA)/Applied Verbal Behavior (AVB) and Apple tablet technology-infused model of instructional intervention targeting the initial language development of two speech- and language-impaired learners with autism. Research was conducted in an attempt to determine whether the hybrid model was operational and effective in teaching verbal behavior skills. Data collection results and observational anecdotal notes indicate that the Apple iPad-infused hybrid model of instruction was operational and more effective in teaching verbal behavior skills than the traditional paper-based instructional method. Furthermore, participants of the study were able to successfully generalize the hybrid model's Discrete Trial Training (DTT) discriminative stimulus targets in diverse natural settings.

Assessment and Management of Communication Skills in Individuals with Intellectual Disability

2016 ◽  
pp. 156-185 ◽  
Author(s):  
Krupa M. ◽  
Prakash Boominathan
Keyword(s):  
Intellectual Disability ◽  
Communication Skills ◽  
Language Skills ◽  
Language Assessment ◽  
Speech And Language ◽  
Research And Practice ◽  
Hybrid Approaches ◽  
Communication Difficulties ◽  
Recent Trends ◽  
The Relationship

The relationship between communication and cognition which has been explored since mid-1900s is a highly contentious topic. Hypotheses from various researchers have experienced a gradual shift from cognitive/innate bases to social perspective of acquisition and development of speech and language skills in individuals with intellectual disability. This acquisition tends to be delayed or deviant (qualitative and /or quantitative). In the recent years, research in this area is experiencing a paradigm shift evolving from ‘incapacity' to ‘functioning' which is obvious in the clinical practice of assessment and intervention of speech and language skills in these individuals. Further, the rehabilitation process is experiencing a transition from clinician directed to child-oriented or hybrid approaches of intervention. This chapter will be a comprehensive document of recent trends in research and practice related to acquisition of language, assessment and intervention of communication difficulties for professionals working with intellectual disability.

scholarly journals A Verbal Behavior Analysis of Auditory Hallucinations

1983 ◽  
Vol 6 (2) ◽  
pp. 133-143 ◽  
Author(s):  
Caleb E. S. Burns ◽  
Elaine M. Heiby ◽  
Roland G. Tharp
Keyword(s):  
Verbal Behavior ◽  
Behavior Analysis ◽  
Auditory Hallucinations

Speech-Language Assessment in the Clinical Setting

2002 ◽  
Vol 11 (3) ◽  
pp. 215-220 ◽  
Author(s):  
Ann A. Tyler ◽  
Leslie C. Tolbert
Keyword(s):  
Clinical Judgment ◽  
Speech Intelligibility ◽  
Planning Process ◽  
Language Assessment ◽  
Relevant Information ◽  
Time Frame ◽  
Assessment Process ◽  
Speech And Language ◽  
Parent Questionnaire ◽  
Language Measures

Time constraints are a significant factor for clinic-based and school-based speech-language pathologists. Yet, with a planning process that incorporates parent information and accounts for child temperament, a comprehensive speech and language assessment can be completed within a 90-minute time frame. A parent questionnaire is completed prior to the assessment date, focusing on developmental history, including information about family history of learning difficulties and episodes of otitis media. Standardized and nonstandardized procedures are included in the assessment process in order to obtain clinically relevant information and provide parents and public service agencies with necessary qualifying scores. The Bankson-Bernthal Test of Phonology (BBTOP; Bankson & Bernthal, 1991) is the choice of instruments for standardized articulation/phonology testing, whereas the Preschool Language Scale-3 (PLS-3; Zimmerman, Steiner, & Pond, 1992) and a spontaneous language sample are recommended as language measures. A spontaneous sample also provides opportunity for clinical judgment regarding speech intelligibility, pragmatic skills, voice, and fluency. A recommendation session concludes the evaluation with a discussion of the child's performance on speech and language measures, overall impressions, and recommendations. This discussion includes strengths and weaknesses, with focus on answering parents' questions and addressing their concerns.

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