What is Verbal Behavior?

Verbal Behavior Therapy teaches communication using the principles of Applied Behavior Analysis . Verbal Behavior is an evidence based applied procedure that motivates a child, adolescent or adult to learn language by connecting words with their purposes. Unlike traditional speech interventions Verbal Behavior avoids focusing on words as mere labels (cat, car, etc.) Rather, the student learns how to use language to make requests and communicate ideas with peers, family member with appropriate social context.

The vast application of Verbal behavior can be determined that a book Verbal Behavior by B.F Skinner has been cited by researchers more than 8000 times for carrying out further research or application work.

The vast application of Verbal behavior can be determined that a book Verbal Behavior by B.F Skinner has been cited by researchers more than 8000 times for carrying out further research or application work.

Who Responds to Verbal Behavior Therapy?

Reports and research studies suggest that Verbal Behavior Therapy can help both young children beginning to learn language and older students with delayed or disordered language. It likewise helps many children and adults who sign or use visual supports or other forms of assisted communication.

Errorless Teaching:

Verbal Behavior Therapy uses “errorless learning.” The therapist provides immediate and frequent prompts to help improve the student’s communication. These prompts become less intrusive as quickly as possible, until the student no longer needs prompting. This increases the frequency of success and reduces frustration. Most important aspect of the session is that therapist varies the situations and instructions to catch and sustain the student’s interest

Verbal Behavior at Learning Skill Academy

At Learning Skill Academy all our programs have verbal behavior components with most recommended programs varying from 10-15 hours of intensive one to one intervention. All the programs are closely executed with training of parents to use verbal-behavior principles throughout the student’s daily life at home or other social settings.

Verbal Operants

Verbal behavior classifies language into “operants.” Each has a different function.

A request for an object / action / . Example: A child asking for chips or a child requesting to be pushed on a swing. Immediately after the student makes such a request, the therapist reinforces the lesson by repeating the word and presenting the requested item. The therapist then uses the word again in the same or similar context. Children with limited speech don’t have to say the actual word to receive the desired item. In the beginning, they simply need to signal requests by any means. Pointing at the item represents a good start.

Labeling/naming an item, action or property of an item that is PRESENT or something with which the individual comes into contact. Example : Ex: What’s this called? (Child names item, for e.g. a toy bus ) How does the dog feel? (Child touches it and says “soft)), What do you see? (Child says “A bird flying in the sky.).

A word used to answer a question or otherwise respond. What one person says is based on what another person says (not in contact with the item, action or property) but does not match it exactly. (Not imitation or echoic) Ex: Twinkle, Twinkle, little . (child says, “star”). What says “Choo Choo”? (Child says train) What’s your name? (Child says their name).

What one person says is exactly the same as what another person says. There is point-to-point correspondence. Ex: Do you want to go outside? (Child says, “Do you want to go outside?) Mom says “car” (Child says “car”). Teaching: Echoics can be taught by transferring from the mand, motor imitation, songs, “sound play” and pairing with reinforcement. Visual and/or physical prompting can be used as necessary.

Following directions or complying with requests of others. For example Please put your plate in the trash. (Child complies) What says Choo Choo? (Child touches train). . When teaching receptive skills we want to teach the child to respond to a variety of Sds (touch, find, show, where’s the etc). Initially, we start with items the child can mand for (or tact) as well as simple instructions, i.e. come here, sit, clap, stand.

By |2018-04-25T13:15:25+00:00April 25th, 2018|Uncategorized|0 Comments