Encyclopedia of Autism Spectrum Disorders

2013 Edition
| Editors: Fred R. Volkmar

Verbal Behavior Interventions

Reference work entry
DOI: https://doi.org/10.1007/978-1-4419-1698-3_373


Verbal Behavior, Verbal Behavior intervention, or Applied Verbal Behavior (AVB), is an application of Applied Behavior Analysis (ABA) therapy that incorporates B. F. Skinner’s 1957functional analysis of the acquisition of language in individuals. Skinner’s book only describes verbal behavior and does not specifically describe how to apply verbal behavior in an intervention setting. The primary focus in Verbal Behavior intervention is to identify deficits in an individual’s functional language and skills to determine how to best capture a child’s motivation. This motivation helps to pair the value of a word and the word itself; this is done through behavior training. Verbal Behavior intervention used with individuals diagnosed with Autism Spectrum Disorders (ASD) often works on mastering four distinct components of Skinner’s verbal behavior (i.e., mands, tacts, echoics, and intraverbals). Additional verbal intervention can be completed on receptive skills (in the areas of...

This is a preview of subscription content, log in to check access.

References and Readings

  1. Barbera, M. L., & Rasmussen, T. (2007). The verbal behavior approach: How to teach children with autism and related disorders. London: Jessica Kingsley.Google Scholar
  2. Bondy, A., Esch, B. E., Esch, J., & Sundberg, J. (2010). Questions on verbal behavior and its application to individuals with autism: An interview with the experts. Behavior Analyst Today, 11, 186–205.Google Scholar
  3. Carr, J. E., & Firth, A. M. (2005). The verbal behavior approach to early and intensive behavioral intervention for autism: A call for additional empirical support. Journal of Early and Intensive Behavioral Intervention, 2, 18–27.Google Scholar
  4. Drash, P. W., High, R. L., & Tudor, R. M. (1999). Using mand training to establish an echoic repertoire in young children with autism. The Analysis of Verbal Behavior, 16, 29–44.PubMedGoogle Scholar
  5. Fisher, W. W., Piazza, C. C., & Roane, H. S. (2011). Handbook of applied behavior analysis. New York, NY: Guilford Press.Google Scholar
  6. Kates-McElrath, K., & Axelrod, S. (2006). Behavioral intervention for autism: A distinction between two behavior analytic approaches. The Behavior Analyst Today, 7, 242–252.Google Scholar
  7. Koegel, L. K. (2000). Interventions to facilitate communication in autism. Journal of Autism and Developmental Disorders, 30, 383–391.PubMedCrossRefGoogle Scholar
  8. Koegel, L. K., Koegel, R. L., Green-Hopkins, I., & Carter Barnest, C. (2010). Brief report: Question-asking and collateral language acquisition in children with autism. Journal of Autism and Developmental Disorders, 40, 509–515.CrossRefGoogle Scholar
  9. Koegel, R. L., Shirotova, L., & Koegel, L. K. (2009). Brief report: Using individualized orienting cues to facilitate first-word acquisition in non-responders with autism. Journal of Autism and Developmental Disorders, 39, 1587–1592.PubMedCrossRefGoogle Scholar
  10. Lord, C. (2000). Communication: Achievements and future directions for intervention research in communication and autism spectrum disorders. Journal of Autism and Developmental Disorders, 30, 393–398.PubMedCrossRefGoogle Scholar
  11. Lovaas, O. I. (1977). The autistic child: Language development through behavior modification. New York, NY: Irvington Publishers.Google Scholar
  12. Lovaas, O. I., Koegel, R., Simmons, J. Q., & Stevens, J. (1973). Some generalization and follow-up measures on autistic children in behavior therapy. Journal of Applied Behavior Analysis, 6, 131–165.PubMedCrossRefGoogle Scholar
  13. Miguel, C. F., Petursdottir, A. I., & Carr, J. E. (2005). The effects of multiple-tact and receptive-discrimination timing on the acquisition of intraverbal behavior. The Analysis of Verbal Behavior, 21, 27–41.PubMedGoogle Scholar
  14. Partington, J. W., & Sundberg, M. L. (1998). The Assessment of Basic Language and Learning Skills (The ABLLS). Pleasant Hill, CA: Behavior Analysts.Google Scholar
  15. Sautter, R. A., & LeBlanc, L. A. (2006). Empirical applications of Skinner’s analysis of verbal behavior with humans. The Analysis of Verbal Behavior, 22, 35–48.PubMedGoogle Scholar
  16. Sigafoos, J., Roberts, D., Kerr, M., Couzens, D., & Kerr, M. (1994). Opportunities for communication in classrooms serving children with developmental disabilities. Journal of Autism and Developmental Disorders, 24, 259–279.PubMedCrossRefGoogle Scholar
  17. Skinner, B. F. (1957). Verbal behavior. Acton, MA: Copley.CrossRefGoogle Scholar
  18. Sundberg, M. L. (1998). Realizing the potential of Skinner’s analysis of verbal behavior. The Analysis of Verbal Behavior, 15, 143–147.PubMedGoogle Scholar
  19. Sundberg, M. L., & Michael, J. L. (2001). The benefits of Skinner’s analysis of verbal behavior for children with autism. Behavior Modification, 25, 698–724.PubMedCrossRefGoogle Scholar
  20. Sundberg, M. L., & Partington, J. W. (1998). Teaching language to children with autism or other developmental disabilities. Pleasant Hill, CA: Behavior Analysts.Google Scholar
  21. Yamamoto, J. (1994). Functional analysis of verbal behavior in handicapped children. In S. C. Hayes, L. J. Hayes, M. Masaya, & K. Ono (Eds.), Behavior analysis of language and cognition (pp. 107–122). Reno, NV: Context Press.Google Scholar

Copyright information

© Springer Science+Business Media New York 2013

Authors and Affiliations

  1. 1.Department of PsychologyUniversity of Notre DameNotre DameUSA
  2. 2.Sonya Ansari Center for Autism, LOGAN CenterSouth BendUSA