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Verbal Behavior
Our methods are founded on applied and experimental behavioral research
of functional assessment, motivational variables, and the analysis of
verbal behavior. Verbal Behavior (VB) is the behavioral analysis of
language, which focuses on the function of language not just the form
(Skinner, 1957). In 1957, B.F Skinner published a book entitled Verbal Behavior. This book was an introduction to the field regarding the functional analysis of verbal behavior. In Verbal Behavior,
Skinner outlined his analysis of VB, which describes a class of verbal
operants, or functional units of language. Skinner provided a clear
account of how language could be categorized and analyzed into
functional units. Furthermore, an account of how each class of operants
has its own communicative function. By functional analysis, Skinner
means identification of the variables that control this behavior and
specification of how they interact to determine a particular verbal
response. In other words, a way to predict and control verbal behavior
by observing and manipulating the physical environment of the speaker.
TLC's Verbal Behavior Approach
TLC
analyzes language as a behavior that can be directly taught and
increased through reinforcement. TLC's verbal behavior approach focuses
on teaching specific components of language through the manipulation of
environmental arrangements (i.e., mands, echoics, tacts, and
intraverbals). The emphasis is on the "function," (why one speaks) of
language, instead of the "form" of language. This approach begins with
what is called "mand training" This process involves trained behavioral
therapists teaching a child to request desired items, activities, and
information when there is an internal motivative operation (MO) or
establishing operations (EO's). TLC captures and contrives the desire
for an item and uses this motivation to help children acquire language.
That is, the learner is learning that "words or communicating" is
valuable and immediate desires are fulfilled. TLC target operants and
teaches them first by prompting and prompt fading to reduce learner
error, increase success and reduce frustration. In addition TLC expands
trials (mixing and varying targets) while interspersing easy and hard
tasks.
Verbal Curriculum
TLC has developed its own extensive curriculum and tracking system
(similar to the ABLLS) for children at three separate learning and
language levels, Early Intervention (0-3), Preschool (3-5) and advanced
learners (5.5 and older). The tracking system ranges from functional
skills for early learners to concepts for high functioning learners
(see TLC's advanced programming). The Assessment of Basic Language and
Learning Skills, (Sundberg and Partington, 1997) is used to further
identify specific language objectives and is used as an adjunct
tracking tool in addition to TLC's own extensive curriculum.
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