Talk:Preschool Language and Skills

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To Do[edit source]

Still working on this... Harriska2 03:52, 21 January 2011 (UTC)Reply[reply]

  1. Add specific items/examples to work on for QA
  2. Add lesson on shaping
  3. Add info about Quick Assessment (QA) - why do one, who should administrate it
  4. Add info after QA (lesson 5) - talk about each area and where to start teaching - not to teach in order of QA
  5. Add template
  6. Move reinforcer items to lesson 1
  7. Move tact and mand items to appropriate lessons
  8. See if wikiversity has a plug in for youtube or like - no but can use youtube which is limited to 320 x 240 - wikis generally do not support plug ins - this is a plus for our own server using drupal. See
  9. Add notes, pictures/graphics, and links for video
  10. Eventually move project to a different name such as Autism Early Learner Language and Skills, maybe Autism Early Learner Assessment and Curriculum (ELAC)

3/21/11 Meeting[edit source]

Harriska2 14:27, 22 March 2011 (UTC)Reply[reply]
Notes from Kathy:

  • Add info about Quick Assessment (QA) - why do one, who should administrate it
  • Add info after QA (lesson 5) - talk about each area and where to start teaching - not to teach in order of QA
  • Rename lesson to guide?
  • Adapt longer assessment to matrix?
  • Lesson 4, can make spreadsheet for people to print and take data on
  • Wondering about book format for rest of "lessons" so that people can jump to the area the student needs
  • Illustrations would be used to break it up (just a bit) but mostly for the parent handbook

Reactions from Margo:

  • "Don't do what don't like first"
  • Balance of information vs. amount of information - don't let parents get bogged down in too much information
  • Could get Oregonian involved in Oregon standards
  • Lesson 2, #5 - duplication? example?
  • Lesson 4 - define tact/intraverbal
  • Wondered if videos/pictures more useful than illustrations

2/28/11 Meeting[edit source]

Harriska2 18:46, 1 March 2011 (UTC)Reply[reply]
Reactions from Margo:

  • What is 10 reinforcer - description?
  • Find - how to - reinforcers
  • Maybe a reinforcer program
  • Add encouragement for parents - how to get started, can be overwhelmed, sadness, you child need you to pull yourself up/together - maybe a "Success Module"
  • Ease parent into teaching
  • One parent doesn't have to be the only teacher: other parent, grandparents, aunts/uncles, church, volunteers, neighbors, high school volunteers (service learning credit), college (community service thru frat/sorority or even college credits)
  • How do you ID the appropriate teacher (sorry Margo, I can't remember what this is in reference to)

Margo To Do:

  • See where illustrations/charts/images might be helpful

Kathy To Do:

  • Put in spot for images (ie reinforcer giving up would be a picture of the student handing back a toy to the teacher with a hand out)
  • Try to limit track (which at the beginning might be the whole lesson) to 3-7 minutes. Think of breaking up info/lesson for parents, too.
  • Switch inventory and assessment
  • Change from Unit to something else
  • Do not teach tacting (switch)
  • Add "Giving up reinforcer" lesson plan/track - lesson 3?
  • Add "Do this" program
  • Make note on front page of Instructional Control
  • Explain NET
  • Explain teaching opportunities
    1. Think about learning climate/environment - this is anytime when not a melt down (and even then you can arrange that!)
    2. Things have to be in place - ie reinforcers
    3. Then work on comm/compliant things

Tacting (Identifying)[edit source]

Do not start a tacting program until at least 10 or more mands are consistently made by student.


Tacting Assessment[edit source]

Identify if child can identify any items via verbal language, sign, or PECS.

  • Start children with very limited language (5 or fewer words) by introducing items that they WANT.
  • Pair identification with giving the item.
  • You are now doing Tact to Mand transfer, the identification of an item leads to requesting behavior. Manding (requesting) gives motivation and tacting (identification of item/activity) gives words.
  • You are now teaching the fact that communication pays -> their world gets better when they communicate their needs and wants.

Manding (Requesting)[edit source]


Verbal behavior (spoken, sign, PECs) of a request for an item or information that benefits the requestor.


A baby cries and is reinforced by getting changed or fed.


A Mand is a Terrible Thing to Waste

  1. Pair teacher with getting things that make their world better. It teaches that it pays to communicate your wants and needs.
  2. Manding is needed for social interaction: conversation, getting information, making friends
  3. Manding is the fastest way for the student to get reinforcement therefore strengthening communication.
  4. Student must have a lot of mands under his/her belt in order to move onto tacting (labeling/identifying) and intraverbals (fill in the blanks, "wh" questions and answers)
  5. Manding is the first thing you should teach. Do not teach labeling first.
  6. By teaching manding first, you can get rid of problem behaviors due to lack of communicating wants and needs.
  7. Teach manding by doing a reinforcer assessment and then controlling strongly reinforcing items. However, don't make it too difficult to ask for the items and ensure that when you take the item back, it doesn't make you a "this person makes me work too hard and I don't like the item anymore" aversive.
  8. Mand items can change moment by moment to month to month. You have to be flexible and always on the lookout for new reinforcers. For instance teach asking for a tub toy during bath time. Teach asking for a favorite snack during snake time.

Manding Assessment[edit source]

Identify current and potential mand items

  • Can look at an item to request it – you’ll know because the child will play with the item
  • Stand by requested item or pull to item
  • Request the item by pointing to item
  • Request item through verbal language, sign language, or PECS

How to teach:

What do you want? [Give the student a word, sign, or PECS for the item. Do not expect perfection]