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Topic: The Impact of Verbal Behavior on the Acquisition of Language Skills
Carnett, Raulston, T. J., & Charpentier, J. (2019). The application of skinner’s analysis
of verbal behavior for teaching communication skills to Persons with Developmental
Disabilities. Current Developmental Disorders Reports., 6(3), 131–137.
https://doi.org/10.1007/s40474-019-00170-0
The authors look at the potential benefits of using B.F. Skinner’s analysis of verbal
behavior in assessing and teaching learners with disabilities. The four main verbal
operants that Skinner delineated in his works are defined and explained in this article.
Those operants are mand, tact, echoic, and intraverbal. The authors go into how this
functional analysis of language is useful in teaching language skills to learners with
developmental disabilities. Further areas in this analysis that necessitate more research to
be done are discussed. One of the areas stated was that of research past the basic verbal
operants, which is where most of the current literature focuses on. This article is useful
for my paper as it looks at the importance of verbal behavior analysis as well as the
research that still needs to be conducted. Recommendations for practice such as the VB-
MAPP and ABLLS-R are cited in this article and are protocols I discuss in my paper as
well.
Delfs, C. H., Conine, D. E., Frampton, S. E., Shillingsburg, M. A., & Robinson,
H. C. (2014). Evaluation of the efficiency of listener and tact instruction for children with
autism. Journal of Applied Behavior Analysis, 47(4), 793-809.
https://doi.org/10.1002/jaba.166
The authors discuss how many programs used to teach language skills are mutual
components of early intensive behavioral intervention (EIBI). The language skills in
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EIBI are taught and classified according to Skinner’s analysis of verbal behavior. The
article looks at tact and listener training specifically. This study looks at how efficient
each of the training methods is for the participants. Tact and listener training stimulus
examples are discussed. The participants, measurements used, and errorless correction
procedures are discussed. The results correlated with other research on the relations
between tact and listener repertoires. The biggest indicator from the study is that tact
instruction is more likely to produce emergent listener responses. Studies that show
verbal behavior operants being studied and showing growth in language skills are useful
for my paper on verbal behavior in language acquisition.
Dixon, M. R., Belisle, J., Stanley, C., Rowsey, K., Daar, J. H., & Szekely, S. (2015). Toward
a behavior analysis of complex language for children with autism: Evaluating the
relationship between PEAK and the VB-MAPP. Journal of Developmental and Physical
Disabilities, 27(2), 223-233. https://doi.org/10.1007/s10882-014-9410-4
The authors start by discussing autism and the common lack of and//or deficits in
language skills that are often presented by individuals who are diagnosed with autism
spectrum disorder. Applied behavior analytical techniques and interventions are the only
empirically supported treatments, which are non-medicinal, used to help with skill
deficits. Verbal behavior therapy is discussed more in-depth and how it is beneficial as
the authors reference various studies that have been done to show this. This is critical to
help my paper show that verbal behavior is critical in language acquisition. The authors
look at two assessments that are commonly used to assess language skills. The VB-
MAPP and PEAK are looked at to evaluate their relationship in assessing language skills
in individuals with autism. The study showed a strong correlation between the two
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assessments. The study showed that combined scores on the PEAK could accurately
predict a learner’s score on the VB-MAPP.
Gharbieh, & Gharbieh Isabella, S. (2021). Applied behavior analysis and verbal
behavior interventions in children with autism spectrum disorder and associated learning
difficulties. In Emerging programs for autism spectrum disorder : improving
communication, behavior, and family dynamics / (pp. 191–210). Academic Press,.
https://doi.org/10.1016/B978-0-323-85031-5.00032-3
The authors begin by defining and briefly discussing autism. Applied behavior analysis
(ABA) and the verbal behavior approach are listed as the most widely known and used
interventions for individuals with autism. ABA is based on the principle of operant
conditioning. This study looks at the effects of ABA and verbal behavior approaches as
interventions on individuals with autism. It also looks at the long-term efficacy of these
interventions and parental stressors that may occur during interventions. The authors
give a synopsis of each of the 10 participants involved in the study. The assessments and
data collection methods used are discussed. Each participant’s pre and post-scores on
language assessment skills are posted with all participants showing gains. This study is
important as it helps prove the importance of verbal behavior on language acquisition.
Mancil, G. R., Conroy, M. A., Nakao, T., & Alter, P. J. (2006). Functional communication
training in the natural environment: A pilot investigation with a young child with autism
spectrum disorder. Education and Treatment of Children, 29(4), 615–633.
http://www.jstor.org/stable/42900556
Functional communication training (FCT) is an evidence-based practice that is commonly
used with learners who have been diagnosed as having autism spectrum disorder. This
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study looks at a young child being taught the verbal operant of manding. The goal of
FCT is to increase communication and decrease aberrant behaviors in individuals. The
process of the functional analysis (FA) is discussed. The function of the aberrant
behavior is determined and the communicative response that is to take place of that
behavior is taught. The authors point out that even though there is research on using
FCT with individuals with autism the majority of FCT research has been done on
children with severe and profound disabilities. The study showed how with FCT the
participant’s aberrant behavior of tantrums decreased to zero. This study helps back my
paper on how verbal behavior leads to language acquisition which also helps decrease
possible dangerous behaviors.
Petursson, & Eldevik, S. (2019). Functional analysis and communication training to
reduce problem behavior and time in restraint: A case study. Behavior Analysis :
Research and Practice., 19(1), 114–122. https://doi.org/10.1037/bar0000139.
Severe and dangerous behaviors can be exhibited due to deficits in communication and
language skills. This is one of the issues I discuss in my paper to show that the need for
language acquisition is important. This study looks at an older individual who lives in a
residential facility. The severity of his behaviors often leads to him being restrained.
This study includes conducting a functional analysis of the problem behaviors and then
functional communication training (FCT). The participant’s background was reviewed
which showed these behaviors and restraints began occurring at the age of seven. The
behaviors that were reported were physical aggression and self-injurious behaviors that
were operationally defined in the article. The results showed that FCT resulted in a major
decrease in dangerous behaviors and an increase in the communicative behaviors taught.
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The average time in restraint before treatment was 154 minutes a week. After treatment,
it was an average of 52 minutes a week. Lastly, a follow-up assessment one year later
showed it was at an average of five minutes per week.
Vietze, P., & Lax, L. E. (2020). Early intervention ABA for toddlers with ASD: Effect of
age and amount. Current Psychology, 39(4).
The article begins by discussing what autism spectrum disorder (ASD) is, the common
behaviors associated with the disorder, and skills deficits that are often seen by
individuals with ASD. The prevalence of the diagnosis of ASD and numbers from CDC
reports are looked at. Applied behavior analysis (ABA) as an intervention program for
individuals with ASD is reviewed. One of the assessments conducted in the study was the
VB-MAPP which looks at the language skills of a learner and is based on Skinner’s
analysis of verbal behavior. The participants went on to receive ABA therapy and then
readministered the assessments to show whether there were gains or not. The study
showed an increase in achieving milestones and a decrease in the barriers assessment.
There was no control group to compare the study group to and it was explained why in
the article. The increase in language skills through the interventions focused on verbal
behavior is an important piece to my paper on this topic.
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