Kathy and Calvin's Home Page

Program 8

Body Part Identification

Response Definition - _____ will identify a variety of body parts.

Teaching Procedure - Echoic - Provide the verbal model of the body part in the absence of a visual cue. _____ should be expected to imitate the model clearly. Randomly change the provided model throughout the session to include all members of the set. If _____ does not begin to respond within 3 seconds or responds incorrectly, please provide the appropriate model again using an expectant tone. Mastery criteria are 100% for 2 sessions.

Receptive - Ask _____ to receptively identify a specific body part. Randomly change the verbal cue from "Touch your ___. Where is your ___? Show me your ___. Find your ___." Opportunities should be randomly interspersed between two and three-dimensional representations. Physically prompt _____ to identify the correct body part if he does not begin to respond within 3 seconds or begins to respond incorrectly. Please immediately re-present the SD after a prompt. Mastery criteria are 100% for 2 sessions.

Echoic-Tact Transfer - After _____ has met mastery criteria for a set with echoics as well as with the receptive, please begin focusing on the echoic-tact transfer. Provide him with the opportunity to imitate a verbal model, then add the visual model while continuing to provide the verbal model, for the last step, please present the visual model without the verbal model, e.g., therapist asks _____ to imitate "nose", then asks him to respond to "what is it?" while providing the verbal model, then asks him "what is it?" (with no verbal model). In this component we will only be collecting data on the final step of the transfer; that is, only the last response in the above chain. Mastery criteria are 100% for 2 sessions.

Tact - Point to a specific body part in a two dimensional representation or on either yourself or _____ and ask him to identify which body part it is. Randomly change to what or whom you are pointing and ask, "What's this?" If _____ does not begin to respond within 3 seconds or responds incorrectly, provide the appropriate verbal model and immediately ask him the question again. A purely receptive trial should then be presented before re-presenting the tact SD. Mastery criteria are 100% for 2 sessions.

RFFC (Receptive by Feature, Function, Class) - Ask _____ to receptively identify a specific body part according to its function. Until _____ is able to demonstrate an intraverbal knowledge of body parts and their function, please only focus on his receptive knowledge of a specific body part when a function is named, e.g. "Show me what you smell with" as opposed to "What do you do with your nose". Randomly change the verbal cue..."Touch your ___. Where is your ___? Show me your ___. Find your ___." Opportunities should be randomly interspersed between two and three-dimensional representations. Physically prompt _____ to identify the correct body part if he does not begin to respond within 3 seconds or responds incorrectly. Please immediately re-present the SD after a prompt. Mastery criteria are 100% for 2 sessions.

Tact-Intraverbal Transfer (focus on Functions) - After _____ has met mastery criteria for a set with tacts as well as with RFFC, please begin focusing on the tact-intraverbal transfer. Provide him with the opportunity to receptively identify a body part by its function first with the receptive visual model, then tact it with the visual model, then re-present the functional question without the visual model, e.g., therapist asks _____ to point to what he smells with (distracters present), then asks him to tell her what he smells with (visual model present, both with and without distracters), then asks him to tell her what he smells with (no visual model present). In this component we will only be collecting data on the final step of the transfer; that is, only the last response in the above chain. Mastery criteria are 100% for 2 sessions.

Intraverbal - For this final component, all steps of the tact intraverbal transfer component will be removed and _____ will be expected to answer a question such as, "What do you smell with?" in the absence of any visual cue and transfer priming. Please remember to provide _____ with questions as well as fill-ins for this component. If he does not begin to respond within 3 seconds or begins to respond incorrectly, please repeat the transfer chain above, wait 3 seconds then re-present the intraverbal-only SD again. Mastery criteria are 100% for 2 sessions.

Please note that _____ must meet mastery criteria for each component of a set before moving to the next component, but can be working on different components of different sets at one time. In other words, do not move to the tact component of a set until he has mastered the set receptively. However, he could be working on the tacting component for Set 1 while working on the receptive component of Set2. Please note that the Echoic-Tact Transfer and the Receptive components, as well as the TACT and RFFC components may be worked on simultaneously for the same set. Please also remember to keep all mastered sets and components in the instructional rotation.

Data Collection - Present _____ with 10 opportunities for each component on which he is working for this program. Follow data collection protocol.