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| Trends in Verbal Behavior Research |
| Sunday, May 25, 2025 |
| 3:00 PM–3:50 PM |
| Convention Center, Street Level, 159 AB |
| Area: VBC/DDA; Domain: Applied Research |
| Chair: Aarti Haresh Thakore (Central Texas Autism Center) |
| CE Instructor: Aarti Haresh Thakore, Ph.D. |
| Abstract: Behavioral intervention programs for young children who present challenges with social, language and communication skills often focus on establishing basic vocabulary prior to establishing intermediate and advanced language skills. Often behavioral account of language is used as a foundation for establishing and expanding overall language and communication skills in young children with language delay. Skinner’s (1957) taxonomy of verbal operants has been empirically evaluated by many verbal behavior researchers in the past, but there is still a need for more research to understand the assessment tools used by behavior analytic researchers 1) to determine socially relevant and developmentally appropriate verbal behavior goals, and 2) role of Observation Learning (OL) on the acquisition of language. Thus, the purpose of this symposium is to discuss recent trends in verbal behavior research (e.g., Observation Learning, assessment tools employed in verbal behavior research, and developmental prerequisites in mand training) including the limitations, clinical recommendations, and future directions. |
| Instruction Level: Intermediate |
| Keyword(s): Assessment Tools, Developmental Considerations, Literature Reviews, Verbal Behavior |
| Target Audience: Intermediate |
Learning Objectives: 1. Participants will be able to label and define Skinner's taxonomy of verbal operants.
2. Participants will be able to select clinically relevant assessment tools to evaluate the clients verbal behavior repertoire.
3. Participants will be able select socially valid and developmentally appropriate goals while creating goals to establish verbal behavior repertoire.Participants will be able select socially valid and developmentally appropriate goals while creating goals to establish verbal behavior repertoire. |
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| Assessment Tools in Verbal Behavior Research: A Systematic Review of the Literature |
| DANIELLE KOLIBRI (University of Missouri - St. Louis), Andresa De Souza (University of Missouri-St. Louis) |
| Abstract: Assessment tools are an essential component of applied behavior analysis (ABA), offering critical data to assist in the design of intervention strategies for individuals with developmental disabilities. While previous research (e.g., Dixon et al., 2017; Padilla & Akers, 2021) has investigated the validity, consistency, and effectiveness of some of these assessment tools, providing insights into their attributes, shortcomings, and relevance, there is a lack of publication focusing on the use of these tools within behavior analytical research. The current systematic review of the literature identified and analyzed assessment tools employed in verbal behavior studies published in major behavior analytic journals. We included empirical articles focusing on the acquisition of verbal behavior in human participants, published between 2019 and 2024, across three key behavior-analytic journals. Only studies employing assessment tools to characterize participants or as a dependent variable were fully coded. Of the 116 articles included, 86 were coded for various study variables. Results were analyzed to provide a comprehensive overview of the methodological foundations and practical implications of these assessment tools in both research and clinical practice within behavior analysis. |
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A Literature Review of Mand Training Procedures With Developmental Considerations |
| JENNY-LEE ACIU (Caldwell University), Aarti Haresh Thakore (Central Texas Autism Center), Adrienne Jennings (Daemen University), Saloni Razdan (UMASS) |
| Abstract: Skinner’s analysis of verbal behavior outlines a verbal taxonomy that both the speaker and listener’s verbal behavior are influenced by the same environmental variables as any other behavior. The functional account of verbal behavior is often disregarded in the conventional account of language. Nonetheless, this functional approach is instrumental in understanding the role of motivation in teaching a mand repertoire. Several studies in the behavior analytic literature have illustrated the importance of motivating operations in establishing a mand repertoire. However, there are still inconsistencies within the field when it comes to selecting and teaching developmentally appropriate mand targets. Thus, the main purpose of this paper is to conduct a review of studies on mand training, and categorize these studies based on developmental hierarchy of language progression as outlined in the VB-MAPP. This presentation will provide a preliminary snapshot comparison from the earliest 10 studies to the most recent 10 studies. Overall, the results suggest that there is sparsity of literature focusing on building foundation for a mand repertoire before advancing to CMO-T mands. Thus, there is a need for further research on selection and teaching developmentally appropriate mand targets. Recommendations for clinicians will be provided. |
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| A Systematic Review of Behavior-Analytic Research on Observational Learning and the Acquisition of Verbal Behavior |
| SARAH KERN (University of Missouri St. Louis), Andresa De Souza (University of Missouri-St. Louis) |
| Abstract: Observational learning (OL) refers to the acquisition of skills as a result of observing the behavior of others and their outcomes. While some researchers use OL interchangeably with “imitation,” the behavior analytic interpretation of OL includes more than simple observation. OL involves the observation of a model, the discrimination between contingencies, and the delayed imitation of the model’s behavior according to those observed contingencies. Due to its generative capacities, OL can facilitate behavior generalization, reduce instructional time, and promote the emergence of novel skills. The purpose of the current systematic review was to investigate behavior-analytic research focusing on OL and the acquisition of verbal behavior. We conducted a search on major databases to identify empirical studies focused on OL, as defined by MacDonald and Ahearn (2015). Additional articles were identified through reference and citation checks. Studies were coded based on participant demographics, characteristics of dependent and independent variables, and major outcomes. The outcomes of this review will be discussed with a focus on the empirical demonstration of OL for the acquisition of verbal behavior and recommendations for practitioners focused on skill acquisition programs. |
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