1. Teaching ASL to a Child with 13q Chromosome Deletion Rebecca Copell Justin Daigle

2. Background Age: 2 Gender: Male Diagnosis: 13q12.2-34 Mosaic Deletion Significant Features: Deafness, Muscle and Cognitive Underdevelopment Prevalence: Only known case

3. Main Question Can behavior analytic techniques (Errorless Learning, Discrete Trial Training, Verbal Behavior) be used to teach American Sign Language (ASL) to a person who is deaf (even with the limitation of the chromosomal deletions)?

4. 13q Deletion 140 cases of 13q deletions has been recorded. Very limited medical information. No recorded risk of organ anomalies. Recorded cases of fluid in brain and cranial abnormalities. Delayed communication and social skills. Unique Support and Information. (2006). 13q deletions: various [brochure]. Caterham, Surrey, UK: Unique Publications.

5. 13q Deletion Difficulty breathing Underdeveloped vision Delayed in mobility Usually not hearing impaired Unique Support and Information. (2006). 13q deletions: various [brochure]. Caterham, Surrey, UK: Unique Publications.

6. American Sign Language Not the only style of Sign used in USA Most frequently taught currently in school Most frequently used in deaf community Expressive Sign is best taught when imitation skills have occurred Mitchell, R.E., Young, T.A., Bachleda, B., and Karchmer, M.A. (2006). How many people use asl in the united states?. Sign Language Studies, 6(3). Tincani, M. (2004). Comparing the picture exchange communication system and sign language treating for children with autism. Focus on Autism and other Developmental Disabilities. 19(3). 152-163.

7. American Sign Language Very efficient form of verbal behavior Easily portable Considered it’s own language Easily prompted in training Can utilize resource in existence for the deaf community (independent of BA) Sundberg, M.L. (1993). Selecting a response form for nonverbal persons: Facilitated communication, pointing systems, or sign language?. The Analysis of Verbal Behavior. 11, 99-116.

8. American Sign Language Signed response form closely resembles the controlling stimuli in the environment (example: ball) If speaking while signing, can help develop “lip reading” skills Sundberg, M.L. (1993). Selecting a response form for nonverbal persons: Facilitated communication, pointing systems, or sign language?. The Analysis of Verbal Behavior. 11, 99-116.

9. American Sign Language A deaf child’s (raised by deaf parents) verbal behavior parallels a hearing child’s (raised by hearing parents). Sundberg, M.L. (1993). Selecting a response form for nonverbal persons: Facilitated communication, pointing systems, or sign language?. The Analysis of Verbal Behavior. 11, 99-116.

10. ASL Response Forms Sundberg, M.L. (1993). Selecting a response form for nonverbal persons: Facilitated communication, pointing systems, or sign language?. The Analysis of Verbal Behavior. 11, 99-116. SpeechASLFacilitated Communication Pointing Systems MandStrong WeakWeak-Medium TactStrong Weak-MediumMedium IntraverbalStrong MediumWeak CodicStrongWeak-MediumStrongWeak AutocliticStrong Weak-Medium ReceptiveStrong None (Speech) Comparing the response forms by the potential strength of the verbal operants.

11. ASL Final Thoughts A lot of research in the ABA world about teaching ASL to individuals with ASD, MR. A lot of research in Psychology about teaching ASL to neurotypical children. Both field lacks research in teaching (and benefits of teaching) ASL to a deaf person.

12. Method Prior to study, client had one functional sign: milk Parents had attempted to teach additional signs with little success. No signs that were ‘taught’ by parents were used.

13. Method 3 Expressive Language Targets (based on parental interview and free operant preference assessment): 1)Toy (ASL Modified “Play” to “T” handshape) 2)Break (ASL “Stop”) 3)Game

14. Method 3 Receptive Language Targets (based on parental interview and preverbal skills): 1)Look at me (ASL: Look) 2)Sit Down (ASL: Sit) 3)Stand Up (ASL: Stand)

15. Method 30 sessions 15-minute in duration Multiple Probe Design

16. Response Measure A prompted response – a related response to a SD that requires a prompt at any level to achieve A non-prompted response – a related response to a SD that occurs spontaneously and without a prompt

17. Receptive Conditions Baseline Receptive – Instruction signed, no prompts, no consequences Treatment Receptive – Instruction signed, prompt given if needed, transfer trial conducted if prompt was needed. Prompting fading (most to least). Errorless learning.

19. Expressive Conditions Baseline Expressive – Motivation was created (required an overt behavior). Specific reinforcement was delivered for a sign. Treatment Expressive – Motivation was created. Prompts used. Transfer Trials. Prompt fading (most to least). Errorless learning.

21. Results Preliminary support that deafness or a 13q deletion does NOT prevents Discrete Trial Training from being effective at teaching Verbal Behavior in the form of American Sign Language.

22. Discussion Why expressive language responded more slowly? How will different prompt fading procedures affect the effectiveness of treatment? To what capacity could an individual with multiple disabilities have their verbal behavior repertoire increased through ASL?

23. Contact Justin Daigle, MA, BCBA, LBA Justin@TCAcadiana.com www.justindaigle.weebly.com