The Assessment of Basic Language & Learning Skills (ABLLS)

J. Partington & M. Sundberg

The Assessment of Basic Language and Learning Skills (The ABLLS) is an assessment, curriculum guide, and skills tracking system for children with language delays. The ABLLS contains a task analysis of the many skills necessary to communicate successfully and to learn from everyday experiences.

The ABLLS is comprised of two separate documents: The ABLLS Scoring Instructions and IEP Development Guide (The ABLLS Guide) , and The ABLLS Protocol that is used to record scores for each child.

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Behavior Analysis of Language & Cognition

Editors: Steven C. Hayes, Linda J. Hayes, Masaya Sato, & Koichi Ono

This book, originating from the Fourth International Institute on Verbal Relations, provides a contemporary look at the nature of stimulus relations and verbal events, and their impact on cognitive activity. The book covers a range of basic and applied topics, but throughout the book, authors return to a common question: how do language and cognition work? Some of the best authors in the field present their answers to that question here.

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A Collection of Reprints on Verbal Behavior

Mark L. Sundberg & Jack Michael

Excerpt from the Acknowledgements:

All of the papers reprinted in this book are based to some degree on B.F. Skinner's analysis of verbal behavior (1957). We would like to acknowledge our collaborators on these papers, whose contributions were always substantial, especially those who were first authors and had primary responsibility for initiating the research or analysis.

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Context and Communication Behavior

Editor: James L. Owen

Communication researchers have become interested in contextualistic philosophy and pragmatic thinking to release their field from the hold of mechanism and mentalism. In this ground-breaking volume some of the best known communication theorists and researchers from around the world consider the role of context in the analysis of human speech and communication.

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Dialogues on Verbal Behavior

Editors: Linda J. Hayes & Philip N. Chase

This volume, originating from the First International Institute on Verbal Relations, is current, innovative, and broad in scope. It brings together some of the leading behavioral theorists and researchers. Each of twelve challenging chapters is followed by discussion and commentary. Dialogues is the first of a series of book-length treatments of verbal behavior from a contemporary behavioral point of view.

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Relational Frame Theory: A Post-Skinnerian Account of Human Language and Cognition

Editors Steven C. Hayes, Dermot Barnes-Holmes, Bryan Roche

Human language and our use of it to communicate or to understand the world requires deriving relations among events: for example, if A=B and A=C, then B=C. Relational frame theory argues that such performances are at the heart of any meaningful psychology of language and cognition. From a very early age, human beings learn relations of similarity, difference, comparison, time, and so on, and modify what they do in a given situation based on its derived relation to others situations and what is known about them.

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Rule-Governed Behavior: Cognition, Contingencies, & Instructional Control

Editor: Steven C. Hayes

Behavior analytic research on rule-governed behavior was first gathered in this book in 1989. Shortly after that time, the area slowed, perhaps in part due to the difficulties in distinguishing verbal from non-verbal processes within behavior analysis. Recently, however, there has been a notable pick up in interest in the topic. This previously out of print volume has been reprinted by Context Press in order to provide a readily accessible resource to behavioral psychologists as they move ahead in their research and practical work.

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SpeechTeach  

Seventh Generation Technologies

SpeechTeach helps students speak out loud.

SpeechTeach is the only software program that teaches students to speak out loud, rather than just to understand what he or she sees and hears. SpeechTeach was developed by a team of Ph.D.-level experts in language education, including included Dr. William Hutchison, Dr. Kenneth Stephens, Dr. William Potter, with consultation from Dr. Mark Sundberg and Dr. Janet Twyman – leading specialists in language teaching for developmentally delayed and autistic children and adults (see books by Dr. Sundberg in this section of the CCBS store). It was designed to teach spoken language in the most effective manner possible, combining images and video presentations of words that language-delayed students are likely to encounter every day.

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Teaching Language to Children with Autism or Other Developmental Disabilities

Mark L. Sundberg & James Partington

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Teaching Verbal Behavior: An Introduction to Parents Teaching Language

Narrated by: James W. Partington, Ph.D., B.C.B.A.

Teaching Verbal Behavior: An Introduction to Parents Teaching Language follows the first ten months of an intensive language intervention conducted by the mother of Dani, a young girl diagnosed with autism. Dani’s progress demonstrates the importance of parents learning to capture their child’s motivation, as we see Dani’s family teaching her how to ask for items and activities that she enjoys (mand training). Dr. James Partington reviews the process for the identification of initial skills to be taught, and presents an analysis of effective teaching strategies.

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Understanding Verbal Relations

Editors: Steven C. Hayes & Linda J. Hayes

This volume, originating from the Second and Third International Institute on Verbal Relations, summarizes some of the more recent developments in the analysis of rule-governance and especially of stimulus equivalence, exclusion, and other derived stimulus relations. There is no more detailed and comprehensive treatment of stimulus equivalence anywhere. This volume will be of interest to anyone who wishes to understand verbal relations from a behavioral point of view.

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Verbal Behavior

B.F. Skinner

The book extends the laboratory-based principles of selection by consequences to account for what people say, write, gesture, and think. Skinner argues that verbal behavior requires a separate analysis because it does not operate on the environment directly, but rather through the behavior of other people in a verbal community. He illustrates his thesis with examples from literature, the arts, and the sciences, as well as from his own verbal behavior and that of his colleagues and children. Perhaps it is because this theoretical work provides a way to approach that most human of human behavior that Skinner often called Verbal Behavior his most important work.

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