FURTHER EVALUATION OF EMERGING SPEECH IN CHILDREN WITH DEVELOPMENTAL DISABILITIES: TRAINING VERBAL BEHAVIOR

The conceptual basis for many effective language‐training programs are based on Skinner's (1957) analysis of verbal behavior. Skinner described several elementary verbal operants including mands, tacts, intraverbals, and echoics. According to Skinner, responses that are the same topography may...

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Bibliographic Details
Published in:Journal of applied behavior analysis 2007, Vol.40 (3), p.431-445
Main Authors: Kelley, Michael E., Shillingsburg, M. Alice, Castro, M. Jicel, Addison, Laura R., LaRue Jr, Robert H.
Format: Article
Language:English
Subjects:
Autism
Autistic children
Autistic Disorder
Behavior
Behavior modification
Child
Child Language
Child, Preschool
Children & youth
Communication
Communication Research
communication training
Developmental Disabilities
Early intervention
Emergent Literacy
Environmental conditions
Generalization
Humans
Individual Instruction
Intervention
Language
Language Acquisition
Language of Instruction
Male
Medical treatment
Preschool Children
Psycholinguistics
Self destructive behavior
Skills
Speech
Speech Language Pathology
Speech Production Measurement
Studies
Teaching
Therapists
Topography
Verbal Behavior
Verbal Learning
Verbal Operant Conditioning
Verbal Stimuli
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Summary:The conceptual basis for many effective language‐training programs are based on Skinner's (1957) analysis of verbal behavior. Skinner described several elementary verbal operants including mands, tacts, intraverbals, and echoics. According to Skinner, responses that are the same topography may actually be functionally independent. Previous research has supported Skinner's assertion of functional independence (e.g., Hall & Sundberg, 1987; Lamarre & Holland, 1985), and some research has suggested that specific programming must be incorporated to achieve generalization across verbal operants (e.g., Sigafoos, Reichle, & Doss, 1990). The present study provides further analysis of the independence of verbal operants when teaching language to children with autism and other developmental disabilities. In the current study, 3 participants' vocal responses were first assessed as mands or tacts. Generalization for each verbal operant across alternate conditions was then assessed and subsequent training provided as needed. Results indicated that generalization across verbal operants occurred across some, but not all, vocal responses. These results are discussed relative to the functional independence of verbal operants as described by Skinner.
ISSN:0021-8855
1938-3703
DOI:10.1901/jaba.2007.40-431