IMPACT OF VERBAL BEHAVIOR IN LANGUAGE ACQUISTION
Impact of Verbal Behavior
B.F. Skinner published the book Verbal Behavior in 1957. “In this work, Skinner
(1957/1992) defined verbal behavior as operant behavior reinforced through the mediation of a
listener who had acquired specific practices of a verbal community” (Conceição et al., 2019).
One of the differences between the traditional language theory and Skinner’s verbal behavior is
the emphasis of the differences between the behavior of the listener and the behavior of the
speaker. Verbal Behavior is being used in many school districts and in private Applied
Behavior Analysis (ABA) companies to teach language skills to children and young adults who
have Autism Spectrum Disorder (ASD). “By placing emphasis on the environmental variables
that occasion and maintain behavior, rather than on the individual and his or her diagnosis, a
verbal behavior approach works to engineer an environment that will effectively occasion and
maintain verbal operants” (Little & Akin-Little, 2019).
Practices, Policies, or Procedures that Relate to Verbal Behavior
The two most commonly used assessments to measure verbal behavior and to develop
interventions are the Assessment of Basic Language and Learning Skills— Revised (ABLLS-R;
Partington, 2010) and the Verbal Behavior Milestones Assessment and Placement Program (VB-
MAPP; Sundberg, 2008). Both assessments are based on Skinner’s functional analysis of verbal
behavior. The verbal operants that are measured are mands, tacts, intraverbals, echoic, and
listener responding. Social and play skills are also assessed on the assessments. The ABLLS-R
is a criterion-referenced assessment whereas the VB-MAPP is a developmentally based criterion-
IMPACT OF VERBAL BEHAVIOR IN LANGUAGE ACQUISTION
referenced assessment. The assessments are able to assess the learner's skills in each area and
then goals are developed to assist the learner in bridging any gaps they have in any skill set area.
Importance of Verbal Behavior
Communication and language is an integral part of life. Learners with ASD or other
related disabilities often have difficulty with language and communication. “The inability of an
individual with ASD to efficiently and spontaneously communicate their wants and needs in a
clear and consistent manner is thought to lead to the use of behaviors such as SIB and aggression
when a communication breakdown occurs (Ganz et al. 2009; Hartley et al. 2008)” (Williams et
al., 2018). “In addition to indications of a rise in the quantity of research on language
development, a meta-analytic review of ABA-based treatments for young children with autism
has suggested that long-term treatment can lead to large improvements in intelligence, language,
daily living skills, and social skill (Virues-Ortega 2010)” (Ackley et al., 2019). Verbal behavior
has been shown to assist individuals with having a better quality of life by teaching
communication skills rather than the learner engaging in dangerous behaviors such as Self-
Injurious behaviors (SIB) and is research-based.
Steps Taken to Address Verbal Behavior
As stated earlier, school districts and private ABA companies are utilizing verbal behavior as
a way to help learners with ASD and related disabilities acquire language. In the school setting,
Individualized Education Plan (IEP) goals are often based off the verbal behavior operants (e.g.
mand, tact, intraverbal). Classroom teachers and Speech and Language Pathologists are
administering the ABLLS-R and VBMAPP to assess learners skills and progress. “Given the
IMPACT OF VERBAL BEHAVIOR IN LANGUAGE ACQUISTION
communication impairments that many children with autism spectrum disorder (ASD)
experience, assessments that are both valid and useful to a range of practitioners working in
educational settings (e.g., speech/language therapists, teachers, school psychologists) are
necessary to measure, evaluate, and monitor educational progress. Equally important are
assessments that provide results that can be interpreted and are actionable by professionals across
a variety of disciplines” (Singer-Dudek et al., 2023). ABA companies incorporate verbal
behavior skills as acquisition goals and replacement behaviors on a learner's treatment plan. The
need for communication and language is known and as more research is being done, more
institutions are making it a priority for learners.
Biblical Worldview
Where did language come from? “And the whole earth was of one language, and of one
speech” (King James Bible, 1769/n.d., Genesis 11:1). God gave us language to use. “And the
LORD said, Behold, the people is one, and they have all one language; and this they begin to do:
and now nothing will be restrained from them, which they have imagined to do” (King James
Bible, 1769/n.d., Genesis 11:6). The Lord gave us the means to be unified and the ability to do
amazing things. Just as most people don’t realize the importance of language there are so many
people that don’t acknowledge that the Lord is the one who gave us that gift. His word
references how we should and should not use language. “Whoso keepeth his mouth and his
tongue keepeth his soul from troubles.” (King James Bible, 1769/n.d., Proverbs 21:23). “Let
your speech be always with grace, seasoned with salt, that ye may know how ye ought to answer
every man” (King James Bible, 1769/n.d., Colossians 4:6). How amazing that God gives us
IMPACT OF VERBAL BEHAVIOR IN LANGUAGE ACQUISTION
References
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
Conceição, D. B., Greer, R. D., & Moschella, J. L. (2022). A General Outline of the
Verbal Behavior Developmental Theory.OBrazilian Journal of Behavioral and Cognitive
Therapy,O24(1), 1–39. https://doi.org/10.31505/rbtcc.v24i1.1646
King James Bible. (n.d.). King James Bible Online.
https://www.kingjamesbibleonline.org/ (Original work published 1769).
Little, S. G., & Akin-Little, A. (Eds.). (2019).OBehavioral interventions in schools:
Evidence-based positive strategies. American Psychological Association.
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
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., . . .
IMPACT OF VERBAL BEHAVIOR IN LANGUAGE ACQUISTION
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
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