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Topic: The Impact of Verbal Behavior on the Acquisition of Language Skills
Ackley, M., Subramanian, J. W., Moore, J. W., Litten, S., Lundy, M. P., & Bishop, S. K. (2019).
A Review of Language Development Protocols for Individuals with Autism.Journal of
Behavioral Education,28(3), 362-388. https://doi.org/10.1007/s10864-019-09327-8
The authors of this article searched for different applied behavior analytic (ABA) based
curriculum and assessment protocols that teach language skills to students with autism.
Out of the 18 examined, only four had the data that showed validity and reliability. The
process of finding contemporary ABA-based language development protocols, which
includes the criteria used, is explained to readers. An overview of each protocol that was
selected is given. The authors also state whether sufficient studies are done on it to show
the validity and reliability of the protocol or if more research needs to be done. This
article shows that there are many language acquisition protocols, assessments, and
curricula that are ABA-based. A few of those are based on the principles of B.F.
Skinner’s Verbal Behavior. There is much need for more research to be done on all of
the protocols reviewed, as even the ones that showed to have research done on reliability
and validity proved to be not sufficient.
Conceição, D. B., Greer, R. D., & Moschella, J. L. (2022). A General Outline of the
Verbal Behavior Developmental Theory.GBrazilian Journal of Behavioral and Cognitive
Therapy,G24(1), 1–39. https://doi.org/10.31505/rbtcc.v24i1.1646
The concept of verbal behavior is the basis of language acquisition in various theories.
The verbal behavior developmental theory (VBDT) is an example of this. This theory
uses empirical research on verbal behavior along with relational frame theory (RFT).
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This article is originally in Portuguese but has been translated to other languages. The
authors explain how this theory shows how an individual's verbal behavior evolves
within their lifespan. This theory takes the typical development of language and
organizes it into a path of cusps. The origin of the theory of these behavioral cusps is
discussed in greater detail. Each step of the VBDT is listed out and the connection to
B.F. Skinner’s Verbal Behavior is explained. The authors reference other articles and
studies throughout each step to show the importance of this theory to language
acquisition. This shows that verbal behavior is a concept that is being utilized in other
countries to help children with language acquisition.
Hartley, S.L., Sikora, D.M. and McCoy, R. (2008). Prevalence and risk factors of
maladaptive behaviour in young children with Autistic Disorder. Journal of Intellectual
Disability Research, 52: 819-829. https://doi.org/10.1111/j.1365-2788.2008.01065.
This is an article that has been cited by other authors when discussing some of the more
severe behaviors individuals with autism spectrum disorder (ASD) may exhibit. This
study first discussed previous studies that have been done in regard to children ages 6 and
under who have been identified as having ASD and the maladaptive behaviors they
exhibit. The authors then did a similar study to look at the clinically significant
maladaptive behaviors that are exhibited by the participants. The protocols, interviews,
and various scales that are used are explained. The study shows a correlation between
language deficits and the external maladaptive behaviors that are exhibited by some
children identified as having ASD. This shows the need for these individuals to get
assistance with their language acquisition skills as communication is very often a deficit
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that is shown. The limitations of the study are discussed as well as the need for further
research on additional risk factors for maladaptive behaviors in young children who have
been identified as having ASD.
Little, S. G., & Akin-Little, A. (Eds.). (2019).GBehavioral interventions in schools:
Evidence-based positive strategies. American Psychological Association.
The prevalence of children with autism has grown exponentially over the years. In 1990
two in 10,000 children were diagnosed with autism. In 2013, one in 68 were diagnosed.
Chapter 10 of this book looks at the screening and diagnosis of autism. The Diagnostic
and Statistical Manual of Mental Disorders fifth ed. (DSM-5), is referenced to look at the
criteria for an individual to be diagnosed with autism. The criteria include repetitive
patterns of behaviors, interests, and activities as well as deficits in verbal and non-verbal
social communication. These criteria along with others are discussed and looked at more
in depth. The different evaluations for specific domains (e.g., language, adaptive,
cognition, etc.) are discussed. Knowing the criteria and nuances for the diagnosis of
autism is important to know when it comes to comprehending what these individuals
struggle with and need assistance with. As stated, deficits in verbal and non-verbal
communication are criteria set by the DSM-5 which means language acquisition is of
great importance for these individuals.
Schlinger, H. D., (2021). The impact of B. F. Skinner’s science of operant learning on
early childhood research, theory, treatment, and care. Early Child Development and
Care. 191:7-8, 1089-1106, DOI: 10.1080/03004430.2020.1855155
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B.F. Skinner’s history and works are discussed up to his discovery of operant learning.
Even though Edward Thorndike, had identified the law of effect back in 1898, Skinner
had been the one to discover the rate of responding as a dependent variable. The law of
effect had become of law of reinforcement. The laws of operant learning include
reinforcement, punishment, extinction, generalization, and discrimination. Skinner’s
approach to the concept of development is discussed and developmentalism is explained.
The authors then look at the research that was done by those who were trained in operant
learning research on childhood behavioral development. Research done on childhood
behavior development is looked at and is then linked to Skinner and his works. How
behavior-analytic theory is different from other theories in childhood development in
explained. The application of laws of operant learning in the realm of education to all
populations, but most notable to those with autism.
Singer-Dudek, Du, L., Greer, A., Dakopolos, A., Jahromi, L., Brassard, M., & Greer, R.
D. (2023). The Verbal Behavior Development Assessment-Revised: Convergent and
Divergent Validity in a Sample of Preschoolers with Autism Spectrum Disorder. Journal
of Developmental and Physical Disabilities. https://doi.org/10.1007/s10882-023-09888-7
This study compares one component of the early learner curriculum and achievement
record (ELCAR) along with the verbal behavior development assessment-revised
(VBDA-R) to a few traditional psychometric measures. Although the ELCAR and
VBDA-R are the protocols used in the study, other ones are mentioned as well. Deficits
in language are experienced by many children with autism spectrum disorder (ASD).
Having assessments that show validity and reliability is important. Studies are referenced
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for each assessment that the authors discuss to show the results in various settings. The
article then discusses the study the authors are conducting on the ELCARS and VBDA-R.
Each was then compared to the four other psychometric measures that were used. The
other measures used are the vineland adaptive behavior skills – 3rd edition, autism
diagnostic observation schedule, joint attention, and sensory experience questionnaire.
Correlations between each comparison are explained as well as strengths and limitations.
Sundberg, M. L., & Michael, J. (2001). The benefits of Skinner's analysis of verbal behavior
for children with autism. Behavior Modification, 25(5), 698-724.
Applied behavior analysis (ABA) is a now very common intervention program used in
the behavioral treatment of autism. The authors state how language underlies most of a
child’s learning, but it is a deficit that children with autism have. Due to this reason,
many treatment plans focus on developing language skills. B.F. Skinner’s approach to
verbal behavior is looked at more in-depth. Chapters of his book Verbal Behavior are
broken down and briefly explained. The clear distinction between the behavior of the
listener as opposed to the behavior of the speaker is made by Skinner. Most traditional
approaches to language focus on the listener whereas Skinner’s main focus is on the
speaker. The article then looks at language assessments and looking at language as
verbal operants as the basic units. The importance of teaching manding to learners is
discussed and how sometimes it is neglected in treatment. Each verbal operant in verbal
behavior is defined and discussed in more detail. The authors then state the ways this can
help learners and their families in the long run.
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Williams, D. L., Siegel, M., Mazefsky, C. A., Erickson, C., Gabriels, R. L., Kaplan,
D., Mazefsky, C., Morrow, E. M., Righi, G., Santangelo, S. L., Wink, L., Benevides, J.,
Beresford, C., Best, C., Bowen, K., Dechant, B., Flis, T., Gastgeb, H., Geer, A.,
Williams, D. (2018). Problem Behaviors in Autism Spectrum Disorder: Association with
Verbal Ability and Adapting/Coping Skills. Journal of Autism and Developmental
Disorders, 48(11), 3668-3677. https://doi.org/10.1007/s10803-017-3179-0
Serious maladaptive behaviors are sometimes exhibited by individuals with autism.
These can be physical aggression, self-injurious behaviors, and property destruction.
Research has shown that this is mostly due to the deficits that these individuals have with
communication. Studies were compared to show that it has not been a universal finding.
The authors conducted a study to see the correlation between lack of communication
skills and maladaptive behaviors. The dependent and independent variables were listed
and discussed. There was an inconsistent association found between the subject's verbal
ability and problem behaviors. However, lower adapting/coping scores were linked to
greater problem behaviors. It is important to look at all the variables when it comes to
maladaptive behaviors. It is possible that verbal ability as well as coping and adaptive
skills are both important to look at regarding developing intervention plans.
