Narrow down the results
Verbal behavior is a topic that is most associated with a clinical setting. One of the main targets for clinicians, particularly for early intervention, is teaching mands (likely related to snacks or iPads), tacts, and intraverbals. However, the concepts of verbal behavior are present in everyday interactions and impact how we communicate with others.
Very few books are celebrated on their 50th or 60th anniversary. Dr. Henry Schlinger makes the case for why Verbal Behavior is one of those books. Skinner himself noted that “It will, I believe, prove to be my most important work” (Skinner, 1977, p. 379). The story of how this book came to be is almost as complex as the topic itself.
Understanding rules and rule-governed behavior has been a pervasive conceptual issue in behavior analysis since Skinner’s initial analysis in his book, Verbal Behavior (1957). Since then the exact function of rules and verbal stimuli has been a point of conjecture. In this course, Dr. Hank Schlinger, BCBA-D, provides a detailed overview of the history of the analysis of rules and provides a contemporary perspective on rule-governed behavior informed by Blakely and Schlinger (1987a, 1987b).
Skinner’s Verbal Behavior may be a difficult read for some. The content is complex but unpacks all aspects of verbal behavior. One can gain a lot of insight from his book if completely understanding it. In part 1 of this analysis, Mark Sundberg explains how language is typically measured and how Skinner suggests language should be measured, and in what units to measure it.
“When I was in university, I asked my professor, ‘How do I teach language skills to kids?” and my professor gave me Skinner’s Verbal Behavior book. So, the answer is not exactly in the book, but it is ultimately in the book”
Applications of Verbal Behavior Language Intervention: How to develop and implement a language intervention program
In Part 4, Dr. Mark Sundberg expands on his previous courses and delves into developing and implementing a language intervention program based on the results of the VB-MAPP Assessments.* Dr. Sundberg overviews typical language development milestones and the implications these have for children and adults with language delays. With the assistance of a completed VB-MAPP, participants will learn the steps to beginning, developing, and implementing an intervention program. Verbal operants will be broken down, and considerations for the selection of goals will be discussed.
Psychotropic Medication and Problem Behavior: How Behavior Analysts can Influence Their Clients’ Medication Management Process
Primary care physicians, psychiatrists, specialists . . . OH MY! Working within the field of clinical behavior analysis includes working with clients that could be seeing multiple professionals for a variety of reasons. It is not always included in training, but it is important that behavior analysts have an understanding of the types of treatments their clients could be given from other health care professionals.
OBM seems to be such a mystery to many of us. In this Continuing Education course, Kelly Therrien demystifies OBM and recounts her experiences in the field. You’ll learn what OBM is, how it fits into behavior analysis, and you’ll even get practice using a couple of helpful tools within the field.
The field of Applied Behavior Analysis is growing and, as it continues to grow, we have a responsibility to the next generation of behavior analysts. In this continuing education course, Dr. Schlinger will challenge you to consider how we can do a better job of educating future behavior analysts. He uses literature to make the case for an increased focus on experimental and conceptual analysis. With an understanding that behavior is multiply controlled, it seems obvious that no single form of treatment will work.
“The heart of behavior analysis, the heart of the mission Skinner set us on, to bring to the world the notion that the environment plays a tremendous role in the determination of behavior.”
Behavior analysis? OBM? These are questions you or incoming students of OBM may have. In this course, Dr. Wine gives an overview of behavior analysis, what it is, some of the terminology used, how behavior is measured, and how to increase and decrease certain behaviors. These concepts can be applied to any environment, including organizations, to improve performance.
In this course, Dr. Hanley invites you to join him on the journey of attaining lasting freedom from tantrums, aggression, or self-injurious behavior without drugs or harsh punishment but with candies, stickers, and/or tokens. It is important to understand why the problem behavior occurs in the first place and then incorporate that understanding into the teaching of transferable communication toleration skills.
Stereotypy, repetitive behavior, and anxiety often pose a difficult puzzle for clinicians, especially with clinical research and evidence-based procedures updating at a rapid pace. In an update to his 2013 CE Course, Stereotypy: There Are No Easy Answers, Dr. Bill Ahearn reviews the significant amount of research for treating repetitive and stereotypic behaviors in a clinical, home, or school setting that has furthered our understanding of how and when to treat repetitive and stereotypic behaviors.