Teaching Sign Language
Amy McGinnis
POAC of PA
November 10, 2005
After this workshop, you
should be able to….
• Identify the verbal operants according to
Skinner’s analysis
• Evaluate the need for augmentative
communication
• Select a form of augmentative
communication, based on the pros/cons
• Develop a child’s mand repetoire through
sign language
Verbal Behavior Terminology
• Skinner analyzed language according to
function rather than meaning
• Learning and using this terminology will
improve your ability to teach verbal behavior
to individuals with autism
• 4 primary operants:
–
–
–
–
Mand
Tact
Intraverbal
Duplic (echoic / mimetic)
Mand
• The verbal response of requesting (i.e. “I
want juice.”)
• Mands are reinforcer specific (reinforced by
getting what you asked for)
• Teaching someone to mand items, activities,
or objects will lead to a higher rate of talking
and will support the development of the
other classes of verbal responses (i.e. tacts,
intraverbals, etc.)
Tact
• The verbal response that is closest to
labeling (i.e. “That’s a red ball.”)
• Involves labeling items that are present in
the environment
• When a learner says or signs what he sees,
hears, touches, tastes, smells, etc., he is
tacting.
• The reinforcement for this response is not
specific to what is said and is usually social
reinforcement of some type such as
acknowledgement of what is said or praise
Intraverbal
• The verbal response to someone else’s
verbal response (i.e. When someone asks
what you had for breakfast, “I had juice” is
an intraverbal)
• Involves discussing items that are not
present in the environment (i.e. past events)
• This class includes answering “wh”
questions and filling in the blanks (i.e.
“Twinkle, twinkle little __”)
• Intraverbal skills are essential to carrying on
a conversation
Duplic
• Involves imitation
• Mimetic = motor imitation
– Copying someone else’s movements
• Echoic = vocal imitation
– Repeating what someone else says
Receptive
• The receptive response class refers to
understanding what someone else
says
• During NET this might include
delivering requests to:
– Perform actions: “Stand up” (receptive
commands)
– Identify an object by touching it or giving it
to the teacher “Touch Elmo” (receptive ID)
Assessment of Basic Language and Learning Skills
Skills Tracking System
Student:
Assessor
Date
Color Code
C52
C51
C50
C49
C48
C47
C46
C45
C44
C43
C42
C41
C40
C39
C38
C37
C36
C35
C34
C33
C32
C31
C30
C29
C28
C27
C26
C25
C24
C23
C22
C21
C20
C19
C18
C17
C16
C15
C14
C13
C12
C11
C10
C9
C8
C7
C6
C5
C4
C3
C2
C1
ABLLS REGISTRATION #
B21
B20
B19
B18
B17
B16
B15
B14
B13
B12
B11
B10
B9
B8
B7
B6
B5
B4
B3
B2
B1
A11
A10
A9
A8
A7
A6
A5
A4
A3
A2
A1
A Cooperation &
Reinforcer
Effectiveness
B Visual
Performance
D13
D12
D11
D10
D9
D8
D7
D6
D5
D4
D3
D2
D1
C Receptive
Language
D Imitation
F27
F26
F25
F24
F23
F22
F21
F20
F19
F18
F17
F16
F15
F14
F13
F12
F11
F10
F9
F8
F7
F6
F5
F4
F3
F2
E9
E8
E7
E6
E5
E4
E3
E2
E1
F1
E Vocal
Imitation
F Requests
G42
G41
G40
G39
G38
G37
G36
G35
G34
G33
G32
G31
G30
G29
G28
G27
G26
G25
G24
G23
G22
G21
G20
G19
G18
G17
G16
G15
G14
G13
G12
G11
G10
G9
G8
G7
G6
G5
G4
G3
G2
G1
G Labeling
H42
H41
H40
H39
H38
H37
H36
H35
H34
H33
H32
H31
H30
H29
H28
H27
H26
H25
H24
H23
H22
H21
H20
H19
H18
H17
H16
H15
H14
H13
H12
H11
H10
H9
H8
H7
H6
H5
H4
H3
H2
H1
H Intraverbals
I9
I8
I7
I6
I5
I4
I3
I2
I1
I
Spontaneous
Vocalizations
Modes of Communication
Topography Based
• Involves producing a
unique response form
for each word
• Examples:
– Vocalizations
– Sign language
Selection Based
• Involves scanning an
array of pictures, words
or symbols and
selecting one via
point/touch
• Examples:
– PECS
– Dynavox
– Go Talker
– Intellikeys
Candidates for Augmentative
Communication
• Limited ability to accurately echo
sounds and words
• Most attempts to talk are unintelligible
to an unfamiliar listener
• Most words are unintelligible without
contextual cues
Evaluation
• What if a child has some vocalizations?
• The Unfamiliar Listener Test
– Have an adult who is not familiar with the
child sit with his/her back turned. Have
the listener write down what he/she hears
the child say.
– If most words are not understood, pursue
augmentative communication
Choosing an Augmentative
Communication System
• Ease of Acquisition for the Learner:
– Easiest & fastest to learn
• Development of Vocalizations:
– Choose the system that is most likely to facilitate
the development of vocal behavior (talking).
• Full Linguistic System:
– Choose the system that allows for verbal
behavior across all the meanings (operants) of
words just in case the child does not develop
vocal behavior as his/her sole form of
communication.
Advantages of
Picture Systems
• Listener does not need special training
• Simple matching-to-sample may make
initial acquisition easier
• No special shaping required for
individual responses
• Pointing/touching is often already
learned or is easily learned
Disadvantages of
Picture Systems
• Rely on environmental support to
communicate
• No “picture system” community exists
• Pointer needs audience close by
• Symbols/icons become increasingly abstract
as word complexity increases
• Selection based, often does not improve
speech
• Slow, not conducive to conversation
• Cannot be used to teach many operants
What can we teach with
picture systems?
• Mands – can teach, but cannot fade to MO
level
• Tacts - often cannot teach true tacts
Intraverbals – often cannot teach true
intraverbals
• Receptive ID – can teach independent of
system
• Motor imitation – can teach independent of
picture system
Picture Systems:
Assessment of Basic Language and Learning Skills
Skills Tracking System
Student:
Assessor
Date
Color Code
C52
C51
C50
C49
C48
C47
C46
C45
C44
C43
C42
C41
C40
C39
C38
C37
C36
C35
C34
C33
C32
C31
C30
C29
C28
C27
C26
C25
C24
C23
C22
C21
C20
C19
C18
C17
C16
C15
C14
C13
C12
C11
C10
C9
C8
C7
C6
C5
C4
C3
C2
C1
ABLLS REGISTRATION #
B21
B20
B19
B18
B17
B16
B15
B14
B13
B12
B11
B10
B9
B8
B7
B6
B5
B4
B3
B2
B1
A11
A10
A9
A8
A7
A6
A5
A4
A3
A2
A1
A Cooperation &
Reinforcer
Effectiveness
B Visual
Performance
D13
D12
D11
D10
D9
D8
D7
D6
D5
D4
D3
D2
D1
C Receptive
Language
D Imitation
F27
F26
F25
F24
F23
F22
F21
F20
F19
F18
F17
F16
F15
F14
F13
F12
F11
F10
F9
F8
F7
F6
F5
F4
F3
F2
E9
E8
E7
E6
E5
E4
E3
E2
E1
F1
E Vocal
Imitation
F Requests
G42
G41
G40
G39
G38
G37
G36
G35
G34
G33
G32
G31
G30
G29
G28
G27
G26
G25
G24
G23
G22
G21
G20
G19
G18
G17
G16
G15
G14
G13
G12
G11
G10
G9
G8
G7
G6
G5
G4
G3
G2
G1
G Labeling
H42
H41
H40
H39
H38
H37
H36
H35
H34
H33
H32
H31
H30
H29
H28
H27
H26
H25
H24
H23
H22
H21
H20
H19
H18
H17
H16
H15
H14
H13
H12
H11
H10
H9
H8
H7
H6
H5
H4
H3
H2
H1
H Intraverbals
I9
I8
I7
I6
I5
I4
I3
I2
I1
I
Spontaneous
Vocalizations
Advantages of Sign
Language
• May help to develop motor imitation
• Stimulus & response often resemble each
other, providing a built in prompt (iconic
relation)
• Topography based, like speech
• Single stimulus and single response relation,
like speech
• Community of signers already exists
• Can be used to teach all operants
Disadvantages of
Sign Language
• Parents & teachers must learn the
child’s signs
• Parents & teachers need to use sign
language when interacting with the
child
• Parents & teachers must teach/shape
each individual sign
Sign Language:
Assessment of Basic Language and Learning Skills
Skills Tracking System
Student:
Assessor
Date
Color Code
C52
C51
C50
C49
C48
C47
C46
C45
C44
C43
C42
C41
C40
C39
C38
C37
C36
C35
C34
C33
C32
C31
C30
C29
C28
C27
C26
C25
C24
C23
C22
C21
C20
C19
C18
C17
C16
C15
C14
C13
C12
C11
C10
C9
C8
C7
C6
C5
C4
C3
C2
C1
ABLLS REGISTRATION #
B21
B20
B19
B18
B17
B16
B15
B14
B13
B12
B11
B10
B9
B8
B7
B6
B5
B4
B3
B2
B1
A11
A10
A9
A8
A7
A6
A5
A4
A3
A2
A1
A Cooperation &
Reinforcer
Effectiveness
B Visual
Performance
D13
D12
D11
D10
D9
D8
D7
D6
D5
D4
D3
D2
D1
C Receptive
Language
D Imitation
F27
F26
F25
F24
F23
F22
F21
F20
F19
F18
F17
F16
F15
F14
F13
F12
F11
F10
F9
F8
F7
F6
F5
F4
F3
F2
E9
E8
E7
E6
E5
E4
E3
E2
E1
F1
E Vocal
Imitation
F Requests
G42
G41
G40
G39
G38
G37
G36
G35
G34
G33
G32
G31
G30
G29
G28
G27
G26
G25
G24
G23
G22
G21
G20
G19
G18
G17
G16
G15
G14
G13
G12
G11
G10
G9
G8
G7
G6
G5
G4
G3
G2
G1
G Labeling
H42
H41
H40
H39
H38
H37
H36
H35
H34
H33
H32
H31
H30
H29
H28
H27
H26
H25
H24
H23
H22
H21
H20
H19
H18
H17
H16
H15
H14
H13
H12
H11
H10
H9
H8
H7
H6
H5
H4
H3
H2
H1
H Intraverbals
I9
I8
I7
I6
I5
I4
I3
I2
I1
I
Spontaneous
Vocalizations
Sign Language for Learners
with Autism
• Sign language teaching may lead to
improved vocal verbal behavior in children
who are vocal but engage in frequent
delayed echolalia or video-type or for whom
the development of more abstract verbal
behavior (adjectives, prepositions, etc.) are
difficult to acquire.
• Sign may be acquired more easily (faster
and accurately) than picture symbol systems
and with greater facilitation of mand stimulus
selection (receptive language)
Sign Language for Learners
with Autism
• There is convincing evidence that sign
language acquisition with spoken words
accompanying sign (total communication)
may lead to vocalizations with some
children.
• Children who already possess some vocal
imitation skill are more likely to develop
vocal verbal behavior as a result of sign
language acquisition.
• Almost all children with autism can learn to
sign despite motor imitation difficulties
Begin Sign Training by
Teaching Mands
• Identify items and activities that are
reinforcing for the learner
• Select reinforcers that instructors can
easily control and that provide many
opportunities to mand (request)
• Determine the manual sign for each of
the reinforcers the child will learn to
mand for
Steps to Choosing Target
Mands
1. Decide how many mands to target at a
time. Always teach more than 1 at a time.
2. Choose mands from a variety of
motivational categories. Do not teach
items from only one category at a time (ie:
all foods)
3. Look up the sign for each item
4. Avoid teaching signs that look similar
(“signs that rhyme”)
Choosing Target Mands
• Do NOT teach the following until the learner
can mand for many items:
–
–
–
–
–
–
–
–
–
–
Yes/no
More
Finished
Please
Potty
Help
Eat
Drink
Help
Carrier phrases (“I want__.” “Give me__.”)
Sources for Signs
• www.verbalbehaviornetwork.com
• www.Commtechlab.msu.edu/sites/aslw
eb/index.html
• Garlic Press Flash Cards
• Sign language books
Organization
• It is important that everyone who
spends time with the learner knows
his/her signs
• Find a way to keep everyone updated
on the learner’s signs
– Photo album
– Video
– Flash cards on a metal ring
Modifying Signs
• Analyze which movements will be
easiest for child
• Try to keep the modified version of the
sign as close to the true ASL sign as
possible
• When you model the sign, be sure to
model the sign in its modified form
What about children with poor
fine motor skills?
• Children with poor fine motor skills can
still learn to sign
• Sign language may actually help the
child to improve his/her fine motor skills
• Initially, it may be necessary to modify
signs
MAND
Antecedent
Learner Behavior
Reinforcer
Motivation
(MO)
Verbal Behavior
Specific to
the MO
(Thirsty)
(Signs water)
(Gets water)
Teaching Mands:
MODEL PROMPT GIVE
•
•
•
•
•
Establish MO (learner WANTS reinforcer)
Model the sign
Physically prompt sign (if necessary)
Give the reinforcer
Be sure to say the word at least 3x
•
Gradually fade prompts with reinforcer
present
Eventually fade the reinforcer from sight
(cover & mand)
•
Rules for Teaching Sign
• Contrive MO’s by delivering some
reinforcement for “free”
• Hold up choices to establish MO
• Prompt mands only for items learner wants
• Avoid speaking first before learner’s mand
• Allow learner to enjoy reinforcer
• Use appropriate pace to keep learner
engaged
Rules for Teaching Sign
• Fade prompts gradually
• Give differential reinforcement for more
independent signs
• Initially, reinforce independence over
accuracy
• Fade only strong mands from item to
MO level (item not present)
Scrolling
• Scrolling occurs when a child signs the
incorrect sign or a series of incorrect signs
when trying to request something
• Never reinforce a child for scrolling
• Prompt their hands down to a neutral
position for 2-3 seconds
• Model and physically prompt the correct sign
• Reinforce
Common Mistakes When
Teaching Sign
• Not enough training trials are provided
• Failure to fade prompts
• Individual operants are never established
and responses remain multiply controlled
• Lack of a progressive, systematic curriculum
• Failure to require signs outside of therapy
sessions
• Failure to sign to the child
• Failure to build a community of signers
Common Mistakes When
Teaching Sign
• First signs taught are not mands
• First signs taught are too complex or
overly generalistic (mega-mands!)
• First signs may resemble each other
too closely
• First signs may involve complex motor
movements
Transitioning from
Sign to Vocal Mands
• When the learner can independently sign for
a highly motivating item when the item is
present, it is possible to shape a vocal mand
for this item using target approximations.
• Pick a target approximation (TA) for that
word.
• The target approximation should be the
child’s best vocal approximation for that
word.
Shaping Vocal Mands
1. Present the item & establish that the
learner wants it
2. When the learner signs, do not give the
item right away
3. Instead, model the vocal word three times
with one-second intervals between each
presentation of the word.
4. Do not give the item to the learner until
s/he makes at least the sound that you set
as the TA, or immediately following the
third presentation of the word.
Shaping Vocal Mands
5. ALWAYS give the item by the 3rd
presentation of the word
6. Once the child is consistently making a
better vocal approximation, change the TA
to that better approximation. It is very
important for everyone involved to be very
consistent in his or her reinforcement on
the TAs.
7. Do not allow the child to stop signing until
the vocal mand is clear, strong, and
consistent
For More Information…
• For more information regarding how to
teach verbal behavior skills across the
operants, please visit
www.poacofpa.net to obtain the
schedule for the remaining free
workshops