Verbal Behavior
rethink autism’s curriculum is based on the teaching principles of ABA. As such, we recognize the role of verbal behavior in developing and implementing a language-based curriculum for children with autism. Verbal behavior is a way of understanding the different purposes of language (e.g., a child may use language to ask for things, or to label things in his environment. rethink autism’s curriculum offers a search function to help you identify lessons that incorporate verbal behavior concepts. For example, you can type in the keyword “tact” and the system will generate a list of appropriate lessons. This allows you to use rethink autism’s curriculum within your verbal behavior program.
The following chart will help you locate areas of rethink autism’s curriculum that address verbal behavior. If you need a definition, just click on the term and you will be taken to our glossary. See example of glossary below:
| Verbal Behavior Term |
Example |
rethink autism's curriculum areas |
Sample programs from rethink autism's Curriculum |
| Echoic |
Vocal Imitation |
Expressive Language:
Speech and Grammar |
*Imitating sounds
*Imitating words
*Imitating phrases |
| Tact |
Labels |
Expressive Language:
Labeling, Describing & Summarizing |
*Labeling objects
*Labeling verbs
*Labeling parts to objects |
| Intraverbal |
Answers to questions |
Expressive Language:
Verbal Interaction |
*Answering social questions
*Reciprocating social information
*Responding to a peer’s questions and comments |
| Mand |
Requests |
Expressive Language:
Verbal Interaction |
*Request using a variety of statements
*Asks for missing objects
*Asks “what’s that?” |
| Listener behavior |
Following Instructions |
Receptive Language |
*Follows instructions with prepositions
*Getting objects from a distance
*Finding objects given location descriptors |
For more information about Verbal Behavior see:
The Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP)
by Dr. Mark Sundberg