Verbal Behaviour (VB) Fact Sheet
Most ABA programs are designed based solely on the Assessment of Basic Language and
Learning (ABLLS) tool. This assessment tool breaks language into two categories; expressive
and receptive; expressive being vocal output (usually measured in number of utterances) and
receptive being the ability to understand the vocal output of others (usually measured by
number of items the individual can label or instructions that the individual can follow). Skinner’s
(1957) analysis of verbal behaviour provides a behavioural alternative to the commonly used
expressive-receptive framework of language. (Roden & Sundberg 2012).
Skinner chose the term “verbal behaviour” because he found the term “speech” too limiting and
the term “language” too general. The term “verbal behaviour” includes all forms of
communication such as sign language, pictures (PECS), written language, gestures, Morse
code, or any other form that verbal responses might take. (Sundberg, 2008)
A word is not defined by its form, but rather by its function. Skinner identified various verbal
operants (different types of expressive language) based on their function or purpose
Elementary verbal operants:
Mand
Asking for reinforcers that you want. Asking for juice because you are thirsty
Tact
Naming or identifying objects, actions, events, etc. Saying “juice because you
see your juice”
Intraverbal
Answering questions or having conversations where your words are controlled
by other words. Saying “shoes” because someone else says “What do you
wear on your feet”?
Listener
Following instructions or complying with the mands of others. Getting one’s
coat when told “get your coat”
Echoic
Repeating what is heard. Saying “dog” after someone else says “dog”
Imitation
Copying someone’s motor movements (as they relate to sign language).
Tapping your fists together after someone else taps their fists together (the sign
for “shoes”)
Textual
Reading written words. Saying “cookie” because you see the written word
“cookie”
Copying-atext
Writing the word “cookie” because someone else wrote the word “cookie”
Transcription Spelling words spoken to you. Writing “cookie” because you hear “cookie”
spoken
(Sundberg, 2008)
The same word has many different meanings or functions beyond just its label. Such functions
can be identified by the conditions under which each function is taught or learned.
Here is an example of the different meanings and functions of the word “Bubbles”
BUBBLES
MAND
Saying bubbles when you want bubbles (Request)
TACT
Saying bubbles when you see bubbles (Label)
ECHOIC
Saying bubbles because someone else said bubbles
RECEPTIVE
Touching a picture of bubbles when someone else
says “touch bubbles”
INTRAVERBAL
Say bubbles when someone else says “you blow…”
RFFC
Touching bubbles when someone says “find
something that you blow”
TFFC
Saying bubbles when asked to name something you
blow (with bubbles present)
TEXTUAL
Saying bubbles when seeing the written word
bubbles
The most important component of an intervention program for a child with autism involves the
development of language and social skills. When language fails to develop in the typical
manner, specific intervention is required to establish verbal skills. The methodology necessary
to establish these skills comes from the procedures and techniques of applied behaviour
analysis. (Roden & Sundberg 2012)
We must teach all meanings of a word
A learner who has been taught to label "bubbles" when seeing bubbles will not necessarily be
able to request "bubbles" when he/she wants them. Similarly this learner will not necessarily be
able to answer questions about bubbles when asked or when bubbles are not present. We refer
to this as the inability to automatically transfer across operants. Labeling, requesting and
answering questions about items are three very different operants that function under different
conditions despite the fact that we are dealing with the same word. We must teach each of
these operants/ functions separately because most learners cannot transfer across the operants
without intensive teaching.