Professional Documents
Culture Documents
Verbal Behavior
Verbal Operants
Operant behavior mediated through the response of a listener and includes mands,
echoics, tacts, intraverbals, and autoclitics. The main difference between the mand and
the other operants is that it specifies its reinforcer while the others are reinforced by
secondary or social reinforcement.
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Verbal Operants
(and other important operants)
Mand- The mand is the basis of all other verbal behavior. It involves requesting /asking
for something with or without the item present. Impure mands occur as a result of the
EO and the Sd “What do you want?” A “pure mand” occurs as a result of the EO or
desire to have the item rather than having to be asked, “What do you want?” Ex: Can I
have a cookie? Where’s mommy? I want water.
Mand Forms:
• Impure mands
• Pure mands
• Manding from peers
• Manding in sentences (using a variety of sentence forms)
• Manding for attention
• Manding for information
Teaching:
Mands can be taught by transferring from the echoic, i.e. child wants the chip you
have in your hand, so you say “chip.” Child echoes “chip” and gets the chip. Then
you give him an opportunity to transfer to the independent by holding out another
chip and seeing if the child will independently say “chip.” Multiple echoic trials
may be necessary before the child independently mands for the item.
Mands can also be taught using fill-ins, i.e. “I want the ___”, child responds
“chip.” Then provide another opportunity to transfer to the independent mand.
Occasionally, mands are taught as a tact to mand transfer. This is particularly
useful if the child for example reaches for the car and says plane. If you know he
has the tact for car. You can then hold up the car and say ‘What’s this?’ The child
says “car” and then you hold it out again and the child says “car” and you
reinforce. It’s important to reinforce the first tact with a generalized reinforce and
transfer it to a pure mand.
T. Vail and G. Trapenberg,MA,BCBA Let’s Talk Speech & Language Services, Inc. 40
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It Is important to always transfer to the independent so that the child does not
become dependent on the prompts provided. It is also important to always provide
the least-intrusive prompt, i.e. if the child is successful with fill-ins, use those instead
of echoic, as that is a less-intrusive prompt.
Response Forms:
• Picture/object exchange
• Signs
• Communication Boards
• Vocal
• Voice output devices
Echoics- 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”).
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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. As the child acquires new echoics and vocabulary, gradually
increase length and complexity of the echoics.
Teaching: Receptive skills can be taught as a transfer from imitation or with physical
prompts. 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.
Gradually increase the complexity of the receptive targets and closely monitor for
conditional discriminations.
Intraverbal - 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 did you do
at school today? (Child says, I painted a picture!). The intraverbal is the start of
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conversations (mands for info and intraverbals=conversation) and involves talking about
things that are not present.
FFCs - These letters refer to “feature”, “function”, and “class”. Once a child is able to
ask for, identify and label items in their environment, FFCs are taught so the child can
learn associations or “intraverbal connections” between the words.
Features are parts of items and descriptions of items, functions are the actions that
typically go with the items or what one does with the items and classes are the group(s)
the items can belong to.
Receptive, tact, and intraverbal responses are all taught so the child can learn to
answer questions and talk about things when they are not present.
EX: Banana - Features: yellow, peel, long, Function: eat it, peel it, Class: food, things
we eat, fruits.
During the initial phase of teaching, the child’s response is to touch, name or respond
with the item name when the FFC is said. After approximately 30 different items have
been taught, the reversal is then taught allowing the learner to define and describe
things.
yellow
peel Banana
long
eat
T. Vail and G. Trapenberg,MA,BCBA Let’s Talk Speech & Language Services, Inc. 43
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