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Teaching ASL to a Child with 13q Chromosome
Deletion
Rebecca Copell Justin Daigle
Background
Age: 2Gender: Male
Diagnosis: 13q12.2-34 Mosaic DeletionSignificant Features: Deafness, Muscle and
Cognitive UnderdevelopmentPrevalence: Only known case
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)?
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.
13q Deletion
Difficulty breathingUnderdeveloped vision
Delayed in mobilityUsually not hearing impaired
Unique Support and Information. (2006). 13q deletions: various [brochure]. Caterham, Surrey, UK: Unique Publications.
American Sign Language
Not the only style of Sign used in USAMost frequently taught currently in schoolMost 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.
American Sign Language
Very efficient form of verbal behaviorEasily portable
Considered it’s own languageEasily 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.
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.
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.
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.
Speech ASL Facilitated Communication
Pointing Systems
Mand Strong Strong Weak Weak-Medium
Tact Strong Strong Weak-Medium Medium
Intraverbal Strong Strong Medium Weak
Codic Strong Weak-Medium Strong Weak
Autoclitic Strong Strong Weak-Medium Weak-Medium
Receptive Strong Strong None (Speech) None (Speech)
Comparing the response forms by the potential strength of the verbal operants.
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.
Method
Prior to study, client had one functional sign: milkParents had attempted to teach additional signs
with little success.No signs that were ‘taught’ by parents were used.
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
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)
Method
30 sessions15-minute in durationMultiple Probe Design
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
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.
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.
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.
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?
