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

• 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
• ISSN: 0021-8855; 1938-3703
• DOI: 10.1901/jaba.2007.40-431

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.