Topic Development Stankevicius

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Jul 3, 2024

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IMPACT OF VERBAL BEHAVIOR IN LANGUAGE ACQUISTION The Impact of Verbal Behavior in the Acquisition of Language Skills Elizabeth Stankevicius School of Education, Liberty University Author Note Elizabeth Stankevicius I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Elizabeth Stankevicius. Email: Estankevicius@liberty.edu
IMPACT OF VERBAL BEHAVIOR IN LANGUAGE ACQUISTION Impact of Verbal Behavior B.F. Skinner published the book Verbal Behavior in 1957. “In this work, Skinner (1957/1992) defined verbal behavior as operant behavior reinforced through the mediation of a listener who had acquired specific practices of a verbal community” (Conceição et al., 2019). One of the differences between the traditional language theory and Skinner’s verbal behavior is the emphasis of the differences between the behavior of the listener and the behavior of the speaker. Verbal Behavior is being used in many school districts and in private Applied Behavior Analysis (ABA) companies to teach language skills to children and young adults who have Autism Spectrum Disorder (ASD). “ By placing emphasis on the environmental variables that occasion and maintain behavior, rather than on the individual and his or her diagnosis, a verbal behavior approach works to engineer an environment that will effectively occasion and maintain verbal operants” (Little & Akin-Little, 2019). Practices, Policies, or Procedures that Relate to Verbal Behavior The two most commonly used assessments to measure verbal behavior and to develop interventions are the Assessment of Basic Language and Learning Skills— Revised (ABLLS-R; Partington, 2010) and the Verbal Behavior Milestones Assessment and Placement Program (VB- MAPP; Sundberg, 2008). Both assessments are based on Skinner’s functional analysis of verbal behavior. The verbal operants that are measured are mands, tacts, intraverbals, echoic, and listener responding. Social and play skills are also assessed on the assessments. The ABLLS-R is a criterion-referenced assessment whereas the VB-MAPP is a developmentally based criterion-
IMPACT OF VERBAL BEHAVIOR IN LANGUAGE ACQUISTION referenced assessment. The assessments are able to assess the learner's skills in each area and then goals are developed to assist the learner in bridging any gaps they have in any skill set area. Importance of Verbal Behavior Communication and language is an integral part of life. Learners with ASD or other related disabilities often have difficulty with language and communication. “The inability of an individual with ASD to efficiently and spontaneously communicate their wants and needs in a clear and consistent manner is thought to lead to the use of behaviors such as SIB and aggression when a communication breakdown occurs (Ganz et al. 2009; Hartley et al. 2008)” (Williams et al., 2018). “In addition to indications of a rise in the quantity of research on language development, a meta-analytic review of ABA-based treatments for young children with autism has suggested that long-term treatment can lead to large improvements in intelligence, language, daily living skills, and social skill (Virues-Ortega 2010)” (Ackley et al., 2019). Verbal behavior has been shown to assist individuals with having a better quality of life by teaching communication skills rather than the learner engaging in dangerous behaviors such as Self- Injurious behaviors (SIB) and is research-based. Steps Taken to Address Verbal Behavior As stated earlier, school districts and private ABA companies are utilizing verbal behavior as a way to help learners with ASD and related disabilities acquire language. In the school setting, Individualized Education Plan (IEP) goals are often based off the verbal behavior operants (e.g. mand, tact, intraverbal). Classroom teachers and Speech and Language Pathologists are administering the ABLLS-R and VBMAPP to assess learners skills and progress. “Given the
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