Language is of central importance to the human condition as it currently exists. Speech pathology, body language, nonverbal behavior are all fields unto themselves. Without language communication is essentially limited to the concrete realities of daily life, a finite and limited recursiveness. But with linguistic communication, complete with its pronunciations, tonality, nuanced meaning, emotional components, abstractions, and congruence between its own infinite facets so much more is possible. It is upon and from this simple and ancient technology we call language that all other modernality has sprung. Organization necessary from society for survival may have been possible without language, but with the sustenance of language society could be sustained and nurtured. Flourishing through civilization's and education's birth, beginning the foundations for constructing all that we see (and do not see) around us today, as a product of our collective effort and knowledge. While it has yet to be proven whether or not humanity is sustainable, language is central to maintaining society, civilization, and our population; it is as circular a logic as language itself is (or at least that is what Chomsky is famous for having proposed), indeed synonyms can be chained together until the final synonym is the antonym of the original synonym. It is for this reason that education, and language are of importance to all of us, how else could you, the reader, read this? Language and communication can be a problem for any of us, at any point in life, and for a myriad of reasons. Speaking, public or otherwise, is often considered a talent, and like all talents it must be honed, maintained, and can be improved, often via the means and methods of behavior modification and behaviorism in general. Language is something we all use every day to survive, this behavior modification program outline, and any others like it, are only of importance to those who wish to improve, to become better. It all started somewhere, so where better to start than with children eager to learn, grow, and live as they see the rest of us do. This program only has a beginning, it can have no end, only change is possible.
The
primary purpose of this operant behavior modification project is twofold in its
goal to motivate children to speak and verbalize rather than express unbridled
emotion while providing appropriate levels of frustration necessary to motivate
progress and illuminate the joy of epiphany. It could be noted that some Charismatics and performers never learn that which is not communication, speaking in tongues or singing in scat, some people even enjoy it;)
First this operant behavior modification projects’ aim is to extinguish traditionally non productive vocalizations by shaping them into linguistically and contextually appropriate communications. Secondly it focuses on the three quarters of positive psychology in positive punishment, positive reinforcement, and negative reinforcement. As noted in the opening paragraph language is central to modern life, to that end the behavior or lack of the behavior is a problem for all of us. Especially the frustrated individual who cannot speak, just think of the Helen Keller story; From this point on the frustrated individual of limited speech capability, be it myself, the reader, or someone else, will be referred to as the client.
The
linguistic educational trainers, otherwise referred to as administrators of the
behavior modification program or project as the case maybe once they are hired,
chosen to work with the children clients must be able to correctly define at
least 400,000 words from the English language so as not to limit the clients
vocabulary, the words should be defined emotionally, socially, culturally and
technically so as to insure the training is appropriate and in the best
interests of the client. If the educator
is inadequate the behavior modification program will be inadequate and the results will be inadequate. If the behavior modification program is
inadequate then it is not in the best interest of the client; choosing
administrators and educators for the program is of the utmost importance. For this reason hearing tests should also be
administered to ensure that the understanding of the exact frequencies,
durations, tones, timbre, enunciation of every phoneme are accurate, for practice does not
make perfect; perfect practice makes perfect. And anything less is unacceptable
because it would not be in the clients best interest. The educators should also be tested to ensure
they are not caught up by tongue twisters, tonality or timbre; professionally
trained singers maybe adequate but further testing and review should be applied
to remove any potentially negligent candidates.
Elitists should also be avoided.
It is not enough for the administrator of the behavior modification
program to have absolute control of oneself, the self control must also be
correct for all possible situations where the verbalization maybe used in the
future. To undertake a behavior
modification program without correct absolute self control is criminally
negligent not only to the client, but to the society and culture in which both
the child client and administrator of the behavior modification program live.
The
target behavior will be limited to the native language, in this instance, and
for this example Modern American English that nightly news casters implement
should suffice. For that reason everyone
involved should have excellent hearing, pronunciation, and grasp of the modern
American English language. Do not
confuse the children by explaining the English-ification of Latin by reversing
the oral motions as often exampled in phil and love or other cockney slang. Some adults still speak gibberish for
example, when some adults become upset with their baby mama they may tend to
give her the ritabitagitakabanama, it communicates the idea by a failure of
communication. Also scat singers, beat boxers, charismatic’s, or people who speak in tongues, would not be
suitable for such knowledge as it is lost in understanding. For this reason the participant society must
be whittled away in an iterative and recursive pattern to ensure they
understand the morphemes, phonemes, glottals, pronunciations, cognition, and
listening necessary to communicate intimately prior to engaging in the pedagogy
of linguistics, and to ensure the chosen individuals are motivated and want to
participate. It is not enough to do it
for the benefit of the client, the client should want to do it for themselves,
for their own motivations, whatever they maybe.
The
target behavior can range from a phoneme for an infant, to a word for a
toddler, to a sentence for a small child.
The important characteristics are:
1.
Proper
formation of the phonemes in the mouth for each sound
2.
Grouping
of the phonemes together for each word.
3.
Structuring
the appropriate words for each sentence.
If it sounds
like a word, the sentence makes sense in terms of grammatical and natural language processing, and the action following it is
consistent it is modern communication, just like asking mom for cookies and
milk is a happy memory when it all works out because then we can communicate,
interact, and work together to meet each other’s needs. Anything that sounds like gibberish, or not a
word, is a behavior to be modified. An
upset child client yelling AAaaa! Is excellent for shaping into the word
“angry” as the child client is already making the “A” sound necessary to begin
the word, and has the appropriate emotional state to be conditioned and
associated with the word “angry”.
Modeling for the client is important in closing off the ‘A’ sound with
the tongue and throat. An ‘A’ sound is
emotional, as most vowel sounds are, luckily the ‘A’ sound leaves the mouth
wide open so that the tongue motion for the ‘N’ through ‘G’ sweep can be shown,displayed, and repeated as part of the shaping process to the child client by
the administrator of the behavior modification project in order to slowly and
repetitively produce the first syllable as a collection of phonemes that make
up the morpheme of ‘ANG’. Then the
second syllable beginning with ‘R’ can be undertook before the Y; although it should be noted that in some
situations the administrator of the behavior modification project may choose to
start at the end of the word, the beginning of the word, or present the entire
word as they see fit while remaining within the original contexts of
maintaining, emotional, social, and technical viability for the client
consistent with the learning style of that particular child client in order to
appropriately take the language beyond where they are and within where they
want to be. This depends on the sounds
the child client is presenting, the emotional interpretation and extrapolation
of the emotional expression to that which is acceptable culturally; then the
appropriate word to be shaped to can be chosen from the vocabulary of the
administrator of the behavior modification program, by the administrator of the
behavior modification project for the child client. The administrator of the behavior modification
program must reach the emotional state of the client so the client can relate
and access the shaping techniques of modeling that are semi vicarious. Through successive recursive iterations the
administrator must keep pace with the client, not set the pace for the client,
display frustration, or any judgmental communication nonverbal or otherwise, as
they work through the oral formations of the word ‘angry’ in response to the
clients initial phoneme and emotional state.
For this reason the process will take decades for 99% of the
populations’ individuals. Ideally these
individuals will realize at some point in their lives how imperfect they are
and take task upon themselves and their own self improvement, just as their
peers will do to them in some form of linguistic matching that naturally occurs
in any and all communication contexts.
If the
client child is angry and yelling something closer an ‘U’ or ‘O’ sound the word
‘upset’ might be better to model and begin.
A list of every phoneme, morpheme, and word or complex consonant
grouping should be attained in the initial investigation for categorization,
and this is where it would be operationally implemented and related through the
‘U’ or ‘O’ phoneme behavior presented.
Luckily ‘U’ ‘O’ is tightly closed, unable to see the glottal’s of usurp
or orangutan the ‘P’ of upset is at the lips as is the ‘S’ to follow at the
beginning of the next phoneme after the morpheme of ‘UP’. ‘E’ also opens the lips wide enough to shed
light on the final ‘T’.
For
practical purposes there are an infinite number of nuanced differences in
producible sound combinations which is what makes narrowing the band of
communicable sound all the more incredible.
The client
is free to quit at any point, body language is especially important in
determining the cognition present in clients who cannot yet speak. Body language can be culturally dependent
therefore the mannerisms of the parents or applicable authority figure should
be investigated prior to implementation of the behavior modification program to
ensure accurate, precise, reliable, and
valid inputs to assist in the shaping of the clients linguistic voice. Clients will only become more capable in
terms of planning and participating as the program and project progress.
To ensure
accuracy, precision, reliability and validity electronic equipment can be used
to record audio and video. This will
also empower the assessment of the accuracy of observations and future review. Mannerisms, language, tone, and other
variables of both the child client and administrator of the behavior
modification project can be tracked, recorded, and mathematically analyzed to
measure uptake, mirroring, and behavior extrapolation by the child clients as
well as the administrators of the behavior modification project as demonstrated
in session, by self reported by administrators of the behavior modification
project, or as observed by authority figures of the child clients; this is
especially important if the caregivers, authority figures, and administrators
experience any turn over or are not the same person. Training should include DIBELS Phoneme
Segmentation Fluency assessment of administrators of the behavior modification
program. Training and review will
include the (2005) The International Phonetic Alphabet:
The
International Phonetic Alphabet will be used to identify, categorize, and
relate the sounds produced in communication, formation, shaping, structure,
tone, timing, duration, and rhythm of consonants and vowels to its production
through the iterative and recursive processes of fading and shaping necessary to
model the characteristic phenomenological mechanics necessary for each
individual sound.
Initial
assessment of each child will include a video interview of continuous recording
that can later be broken down into time sampling recording for each individual
presentation of each phoneme behavior necessary for the initial identification
phase. Video assessment can be of any
duration, anywhere, anytime, or anyone in front of a camera. Next phase is categorization
process including an inventory of what is present in terms of linguistic
capabilities previously listed and what is required or desired on a case by
case basis. Relation includes program
and project design development; The program should allow for guidelines
empowering aleatoric operation and flexibility of the moment by moment
project. Lists of words based on
emotional state, phenomenological items present,
Wavelength
of sounds can be measured in hertz.
Motion related to body language can be measured relative to individuals
clients’ and administrators of the behavior modification project biophysical
characteristics, accelerations, and ratios.
Sound can be measure in decibels.
Sound can also be measured by partial differentials of inflection and
intensity; frequency modulation can be recorded and analyzed as well as
harmonies, tonality, pitch, timbre, and other psychometric acoustical
properties. Although it should be noted
that these properties can be a partial function of the room in which they
occur, the location of furniture, of other people, and of recording equipment
as well as the orientation of these things acting as potential confounding
variables. Target sounds are different
for various languages and even within dialects and accents within a
language.
Stimulus
controls are different for everyone, as is duration, and latency each should be
ascertained for every client, often the most efficient method is a natural random
selection that does not wear out any one stimulus. Allowing the environment and individual to
exist naturally and symbiotically rather than breaking down into subject and
object nomenclature. Desired frequency is
constant for phenomenological formation, word usage, and sentence structure in
order to empower consistent effective and efficient communication. Clients only get what they pay for.
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