Copying a text

The sample and response correspond part by part

Point-to-point correspondence means parts of the written sample relate in sequence to parts of the written response. The letters in “map” correspond to the copied letters in the same order.

Formal similarity means the controlling stimulus and response product share the same sense mode and relevant physical form. Printed text followed by printed or handwritten text fits at a broad level. The handwriting does not need to duplicate font, size, or color unless those features belong to the task.

The relation can use different writing tools

A person may copy by handwriting, typing, selecting letters on an AAC device, arranging letter tiles, or using an adapted keyboard. The relevant question is whether the visible verbal sample controls a corresponding visible response in the defined system.

Motor supports, predictive text, spell-check, scanning access, and partner assistance can change the task. Record them rather than dismissing a valid accessible response.

Copying differs from reading aloud

In textual behavior, written verbal stimuli control spoken, signed, or otherwise differently formed responses. “Map” on a page followed by saying “map” has point-to-point correspondence without formal similarity across stimulus and response products.

Copying keeps the relation within a written or visual response mode. Someone can copy an unfamiliar word accurately without pronouncing or understanding it.

Copying differs from taking dictation

In dictation, an auditory verbal sample controls a written response. The parts correspond, while spoken and written forms lack formal similarity. Copying and dictation can produce the same visible word through different controlling relations.

A review of the duplic and codic taxonomy groups copying a text with relations that have both point-to-point correspondence and formal similarity. It groups textual behavior and dictation with relations that have correspondence without formal similarity. The taxonomy is conceptual and should not replace a direct analysis.

Tracing needs its own description

Tracing can involve continuous visual-motor guidance from the sample’s exact path. Copying from a nearby model may require looking back and producing the sequence in a separate space.

Both can be useful, but success on tracing does not establish independent copying. If a teaching progression includes tracing, fading, and delayed copying, report each response condition separately.

A fictional community example

Hassan wants to label drawers in a shared art studio. He chooses a tablet keyboard and a large-print sample card. An eligible opportunity contains one visible material name and an empty digital label field.

Across eight initial opportunities, Hassan produces a point-to-point match in 4 of 8. After keyboard-layout practice and an optional line marker, he matches 9 of 10 new labels. One unmatched response transposes two letters.

He then locates the correct drawer using 7 of 9 labels produced by another person. That listener-style measure addresses practical use, while copying accuracy addresses production. Neither measure alone proves reading comprehension.

Accuracy needs a declared unit

Possible units include whole word, letter, character sequence, punctuation mark, or completed label. State whether capitalization, spacing, accents, diacritics, and formatting matter for the actual goal.

Report exact matches divided by eligible samples, character accuracy, latency, prompts, corrections, and tool failures. Keep self-corrections visible. A whole-word score can hide systematic letter errors, while character accuracy can make an unusable label look successful.

Sample control should be tested

Repeatedly copying a memorized list may come under control of order, location, or prior responding. Vary samples and positions, include new examples, and compare copied responses with the sample removed when the clinical question requires it.

The article The Multiple Control of Verbal Behavior places copying among formally controlled verbal relations while emphasizing that real responses often have several sources. Familiarity, topic, and audience can supplement the visual sample.

Practical goals protect authorship

Copying can support entering an address, recording a model number, labeling personal items, or transferring written information. It should not be presented as original composition or evidence that the person endorses the copied statement.

Preserve a way to decline. Never use copied text as consent, clinical authorship, or a person’s own statement unless the relevant authority and authorship are independently established.

The BACB outline provides broad context

The BACB Test Content Outline includes distinguishing verbal operants and evaluating measurement. It does not supply a copying curriculum or resolve accessibility decisions.

A qualified professional should choose a useful target, define the controlling relation, assess prerequisites and supports, and review generalization with the person.

Questions for a teaching plan

• What practical task requires copying?
• What counts as point-to-point correspondence?
• Which formatting features matter?
• Which access tools and prompts are available?
• Are tracing, copying, dictation, and reading measured separately?
• How will novel samples and practical use be checked?