M. E. Kelley, M. A. Shillingsburg, M. J. Castro, L. R. Addison & R. H. LaRue, Jr. (2007).
Further evaluation of emerging speech in children with develoopmental disabilities: Training verbal behavior.
Journal of Applied Behavior Analysis,
40, 431-445.
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.
DESCRIPTORS: autism, communication training, developmental disabilities, generalization,
language, speech, verbal behavior