What's New at CBH
Verbal Behavior Techniques for Increasing Language
With ABA, or Applied Behavior Analysis, one is taught to look at
the function of inappropriate behavior in order to make treatment
decisions. Practitioners and parents quickly learn that negative or
interfering behaviors often serve a communicative function for
adults and children with language deficits. These deficits can
range from an inability to vocalize or express wants and needs to
an inability to recognize and adjust to social cues. In either
case, language can determine whether a child can develop their own
maximum level of independence.
Verbal Behavior programs are a part of ABA, and they take
communication beyond the traditional rote responding typified in
children with autism and other developmental disabilities. Their
origin is with B.F. Skinner's book Verbal Behavior (1957). In
contrast to the rules of formal language, which focuses on the form
of language, Verbal Behavior focuses on the function of language.
The driving force of Verbal Behavior is the "demand" or request, as
it is naturally reinforcing to the child to receive what has been
requested. Other verbal operants include tacts, intraverbals, and
echoics. Verbal Behavior utilizes motivation to build language by
transferring control between various verbal operants, thus showing
a child new ways to use language. For instance, a child who likes
bubbles learns to ask for bubbles, identify or name bubbles (tact),
and answer the question, "What can you blow?" (intraverbal). Each
function of the word "bubbles" is taught explicitly and to the
point of fluency. The Verbal Behavior approach also teaches
imitation, which is an extremely important skill for increasing
compliance, building pro social behavior, and decreasing prompt
levels.
Verbal Behavior includes more than spoken word. It includes using
PECS (picture exchange communication system), sign, and gestures.
The important thing is that there is intent to communicate.
Parents, teachers, and treatment providers should always use the
spoken word, however, while supporting communication by any of the
methods above. Emphasis is placed on errorless learning to promote
success and to keep the child from "practicing mistakes". Emphasis
is also placed on how well the child can express his needs and
wants rather than the length of sentence or the rote use of
extraneous words such as "please". A good Verbal Behavior program
pairs the practitioner with reinforcement (access to bubbles in the
above example), while shaping verbal behavior quickly and
effectively. Verbal Behavior programs can be implemented with the
assistance of a trained behavior consultant, and are most
successful when used for early learners with family support and
implementation.
References:
Barbera, Mary (2007) The Verbal Behavior Approach. London: JKP
Publishing
Gulick, R and Kitchen T (2007) Effective Instruction for Children
with Autism. Erie, PA: Dr. Gertrude A. Barber National
Institute
Tricia Gray holds a Master's Degree in Special Education and is a Board Certified Behavior Analyst. Tricia serves as the Behavioral Treatment Service Coordinator for Family Preservation Services, Peninsula Region. She can be contacted at pgray@fpscorp.com.