Communication is fundamental to human experience, enabling us to express needs, connect with others, build independence, and learn new skills. Many individuals seeking ABA services lack adequate communication skills. By understanding and assessing communication through the lens of verbal operants, we can effectively teach these essential skills.
This post provides an overview of verbal operants, preparing you to assess and teach communication effectively. For more on skills assessments, see our post "How To Conduct And Document An Initial Assessment For ABA Services."
What are Verbal Operants?
Verbal operants, identified by B.F. Skinner, are the functional units of language, representing different purposes of communication. They are the building blocks of language, essential for analyzing and shaping communication skills. There are six main types:
- Mand: A request or demand (e.g., "I want juice").
- Tact: A label or description of something present (e.g., "That's a dog").
- Echoic: Verbal imitation (e.g., repeating "apple" after someone says it).
- Intraverbal: Responding to verbal behavior without a direct stimulus (e.g., answering a question).
- Textual: Reading or recognizing written words (e.g., reading a storybook).
- Transcription: Writing or spelling based on auditory or visual stimuli (e.g., taking dictation).
Types of Verbal Operants in Detail
All verbal behavior follows the ABCs of behavior (Antecedent-Behavior-Consequence), but different contingencies maintain each operant. Learners who don't speak can use verbal operants through alternative methods like PECS, ASL, or AAC.
- Mand: Driven by motivation for a specific stimulus. The consequence is receiving the requested stimulus.
- Tact: Evoked by a nonverbal stimulus (something experienced through the senses). The consequence is something other than the stimulus itself (often social reinforcement).
- Echoic: Evoked by someone else's verbal behavior. The response matches the stimulus (point-to-point correspondence). The consequence is something other than the stimulus.
- Intraverbal: Evoked by someone else's verbal behavior. The response is different from the stimulus. The consequence is something other than the stimulus.
- Textual: Evoked by written words. The response matches the stimulus (point-to-point correspondence but without formal similarity). The consequence is something other than the stimulus.
- Transcription: Evoked by heard or seen words. The response is writing the words. The consequence is something other than the stimulus.
Identifying the Verbal Operant
Topographically similar responses can serve different functions. Distinguishing between operants requires analyzing the antecedent and consequence. For example, saying "dog" after seeing a dog is a tact, but saying "dog" to request a dog is a mand. See the linked video for further clarification. Operants also differ in formal similarity (spoken vs. written), point-to-point correspondence, and consequences.
The Listener's Role in Verbal Behavior
Skinner emphasized the importance of the listener in verbal behavior. The listener's responses (attending, reinforcing, ignoring) shape and maintain the speaker's verbal behavior. Listener behavior can involve:
- Selection by Consequences: The listener's response influences the speaker's future behavior.
- Listener Discrimination: The listener's ability to differentiate between verbal stimuli shapes the speaker's behavior.
- Reinforcement of Listener Behavior: The speaker's reinforced verbal behavior strengthens the listener's attending and responding.
Effective communication requires both speaker and listener participation.
Ethical Considerations
Ethical considerations in teaching verbal operants include:
- Scope of Competence: BCBAs must operate within their expertise.
- Assessment and Treatment: Use evidence-based assessments and individualized interventions.
- Individualized Programming: Tailor interventions to the learner's specific needs and goals.
- Avoiding Harm: Implement interventions based on sound principles and minimize potential harm.
- Professional Responsibility: Maintain ethical conduct and stay updated on research.
Related Research
Several research articles explore various aspects of verbal operants, including taxonomy, functional independence, the role of joint attention, multiple exemplar instruction, speaker immersion interventions, and the benefits of Skinner's analysis for individuals with autism. See the linked table for a brief summary of relevant research.
By understanding the nuances of verbal operants, BCBAs can develop and implement effective communication interventions that empower learners and improve their overall quality of life.