H8 on ABLLS

[Guest guest]

I have been working on the skill, and it is hard to come up with the two

functions this is the list I have been working on

H8 The student will be able to fill in the remaining work in a phrase naming

the function of an item

4 = 20 or more fill-ins with two responses

Use a spoon to eat

Use a spoon to stir

Use a knife to cut

Use a knife to spread

Use a crayon to color

Use a crayon to write

Use car to drive

Use car to ride in

Use book to read

Use a book to look at

Use a toilet to go pee-pee

Use a toilet to go poo-poo

Use a brush to brush hair

Use a brush to brush teeth

Use a pen to write

Use a pen to draw

Anyone have some to add please list to the group

[Guest guest]

Hi Jackie,

Great question! Can you forward any answers that you may get off the list?

This isn't a reversal, as H8 is the reversal for H7 (fill in item given

fuction, e.g. Something you cut with is...[scissors]).

I believe it's two functions for the same item. When you are starting this

process, you should choose at least 2 functions, 2 features, and the class

for each thing you are planning to teach (these should be very strong,

fluent tacts). It won't always be possible to come up with more than one

function for an item, but for others you might choose to teach more than two

functions. For example, how many functions are there for a pencil

sharpener? I can only think of one! But what about a computer? You can

play games on it, type letters, send/receive messages, look up information,

shop, read the news, and much more. The key is to keep what you are

teaching FUNCTIONAL. There is no point to trying to come up with a second

function for a pencil sharpener (paperweight? decoration? party

noise-maker?) because there is no benefit for your child to learn something

that he will never use.

Example of features, functions, and classes and how to do tffc/rffc/iffc

transfers:

DOG (assume this is a very strong, fluent tact)

features: tail, fur, 4 paws

functions: pet it, keep as a pet, guards houses (some people put the sound

the animal makes here under functions, but I think it's actually a

feature--the purpose of a dog isn't barking)

class: animal or domestic animal or pet

Some people start with rffc's (receptive by feature, function, class), then

transfer that to tffc's, and then transfer that to iffc's.

rffc's: (field of at least 3)

touch the one that has a tail...give me the one that says " woof-woof " ...show

me the one that you pet...find the one that's an animal

Some people skip rffc's and go straight to tffc's and then immediately

transfer to iffc's by removing the visual stimulus [object or flashcard],

but briefly " flashing " the visual stimulus as a prompt if needed to get the

intraverbal response. You wouldn't want to use an echoic prompt for these

intraverbal fillins (though you would use an echoic prompt for the

reversals) because a vocal prompt is much harder to fade and the responses

are much more likely to be rote. You could also do mand-tffc-iffc transfers

so that you would be working within the context of something the child is

motivated by at the moment.

tffc's (object or picture of it present) and iffc's (object or picture not

present)

Something that has a tail is a... (dog)

Reversal: A dog is something that has a... (tail)

***

Let's assume the above trials are being presented for the first time:

[immeditaly following tffc...]

Teacher: Something that has a tail is a... (flash picture)

Student: Dog

Teacher: Something that has a tail is a... (fade prompt by holding off on

flashing picture again for a couple of seconds to try to get an independent

response, i.e. a response without having to flash the picture again)

Student: Dog

[This is H7]

[immediately following H7 trial with independent response...]

Teacher: A dog [is something that] has a TAIL.

Student: Tail.

Teacher: A dog [is something that] has a...

Student: Tail.

[This is H8]

***

Something that you pet is a ... (dog)

Reversal: A dog is something that you... (pet)

Tell me something that says " woof-woof " (dog)

Reversal: A dog says... ( " woof-woof " )--see H4, which is specifically

intraverbal animals sounds and reversals

Name an animal. (dog)--see also H13, intraverbal categories (e.g. " Name

some animals " or " Tell me some pets " --child lists members of a category with

3 to 4 responses)

Reversal: A dog is an... (animal)

More than you asked for, but hopefully there's something helpful in here!

am

Message: 3

Date: Thu, 16 May 2002 14:12:38 -0000

From: " wright_jj " <wright_jj@...>

Subject: H8 on the ABLLS

Hi Everyone,

How have people been teaching/assessing criteria 4 on H8 of the

ABLLS. Is it asking for the student to name 2 functions of the same

object? OR is it referring to the reversal of the question? Thanks,

Jackie

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