Verbal operants are foundational in the development of language and communication skills. Autistic children vary a great deal in their ability to use different verbal operants. Learning skills within one verbal operant can promote growth in other verbal operants. Specialists working with autistic children can help children develop their capacity to use verbal operants to improve their communication skills. This article explains what verbal operants are and gives examples of how they can be used and promoted at school and at home.
What Are Verbal Operants?
B.F. Skinner, a prominent American psychologist and behaviorist, was among the first to coin the idea of verbal operants in his 1957 book titled Verbal Behavior. He held that communication “follows the same laws and principles as other forms of behavior” and established a conceptual framework for controlling the variables of language by defining verbal operants according to their function.1&2 The concept of verbal operants in language sparked a revolutionary new way of looking at the components--and specific function--of language as a whole.
Importantly, Skinner chose the term “verbal behavior” to encompass a variety of communication pathways and emphasized the fact that there are additional forms of language besides oral speaking. Other forms of communication, for example, include sign language, picture exchange communication systems (PECS), pointing, touching, writing, and even eye gazing.3
Although his book sparked some initial controversy, many of the concepts described in Skinner’s original writings are still being used in applied practices for autistic children today. The five primary verbal operants are mands, tacts, echoics, intraverbals, and autoclitics. They are described below.
Mands
The first--and perhaps most important--verbal operant is the mand.
Simply stated, mands allow speakers to request items they need, want, or desire--and they are controlled by an establishing operation (i.e., a need, desire, request, motivation, or want). The consequence (i.e., result) of a mand is receiving the requested item, person, or activity.
Examples of mands:
- Using a picture-based communication system (like PECS) to request playtime with bubbles or peers.
- Telling one’s teacher, “I want grapes.”
- Using sign language to request a break from a current task or activity.
- Writing to request time in the gym with a friend.
Tacts
Tacts are controlled by non-verbal stimuli through our senses (i.e., seeing, hearing, touching, tasting, and/or smelling something). They can be thought of as “labeling” the things we sense in our environment, and they result in social reinforcement or attention and praise from others.
Examples of tacts:
- Signing, “The cookie tastes delicious.”
- Writing, “The flower smells good.”
- Saying, “I hear my mom blending a smoothie.”
- Pointing to a red motorcycle as it passes by and a teacher responding by saying “Yes, that’s a motorcycle!”
- Saying, “This blanket is soft.”
Echoics
Echoics are similar to an echo (i.e., repetition) of several words or phrases, and one repeats (i.e., imitates) what was heard. Echoic verbal behavior typically emerges in the early childhood years; however, those on the autism spectrum may require additional support to develop this form of communication.
Examples of echoics:
- Repeating exactly what is heard (e.g., hearing “ball” and saying “ball”).
- A caregiver says, “Today’s doctor's appointment is at 3 p.m.” And a child repeats, “Today’s doctor's appointment is at 3 p.m.”
- The teacher holds up a pencil, and says “pencil.” Then, the student repeats “pencil.”
- In everyday situations: Someone says their name in an introduction, and the listener repeats the name back to them.4
Intraverbals
Intraverbals are controlled by the verbal stimuli of another person (i.e., a speaker), and the consequence is ongoing engagement or social reinforcement during reciprocal conversations. This form of verbal behavior is the foundation for back-and-forth communication and consists of sharing information with one or more speakers. Intraverbals involve asking questions, answering questions, recalling memories, telling stories, and having discussions with others.5&6
Unlike echoics, intraverbals are not an exact replication of what was said previously in a conversation. Instead, they include things like day-to-day speech.
Examples of intraverbals:
- Someone asks, “What color is your car?” Then, the listener responds saying, “It’s blue... What color is yours?” (The conversation continues in a back-and-forth manner as the first speaker answers the question that was just asked by the second speaker in this example conversation.)
- A special education teacher asks, “What do you write with?” and a student responds by saying, “A pencil!”
- A co-worker asks “What is your favorite food?” and you respond saying, “Chili!”
- Hearing someone ask “How is your day going?” and responding, “It’s going well.”
Autoclitics
A fifth verbal operant is the autoclitic. This form of speech modifies (i.e., gives additional information or clues about) a speaker’s verbal behavior for the benefit of the listener. As a result, the listener can modify (i.e., adjust) their response in a conversation accordingly. The phrase “I think” is a common autoclitic, and those two words can be used to easily identify this verbal operant in everyday language.
Autoclitics add detail, meaning, and information to statements being made in conversation by describing, quantifying, qualifying, or relaying specific aspects of information.7 Because autoclitics serve as a way to enhance a learner’s ability to communicate more clearly, teaching this form of verbal behavior to children on the autism spectrum can result in positive gains in social interactions and conversations with others.
Examples of autoclitics:
- Saying “Wow! I think it’s snowing outside!” (In this example, exclaiming “Wow!” implies a sense of excitement--while the phrase “I think” establishes a state of uncertainty about the situation. Both of those phrases are examples of autoclitics, and saying “it’s snowing outside” is also a tact because the speaker is labeling the fact that it is snowing.)
- Stating “I think this shirt is purple” is another illustration of an autoclitic because the phrase “I think” implies uncertainty about whether or not the shirt is actually purple.
Supporting the Development of Language Skills in Autistic Children
Teaching mands, tacts, echoics, intraverbals, and autoclitics to autistic children is an effective way to support, encourage, and promote the development of verbal behavior skills. Although not all children will develop spoken (i.e., oral) language, it is important to remember that other forms of communication--such as signing, writing, finger pointing, eye gazing, touching, or even using a picture exchange system--can serve many of the same functions as spoken communication.
B.F. Skinner, the American psychologist who first developed the concept of verbal behavior, proposed that “language is learned behavior.”8 Today, verbal operants are used in applied practices to work with autistic children as they develop more robust communication skills.
Because “language has special properties in it that involves a social interaction between speakers (those doing the talking) and listeners (those responding to the speaker),” it is important to consider both the form and function of language in everyday conversations.8 With the proper support, approach to treatment, and effective implementation of early intervention methods and strategies, autistic individuals can develop effective communication skills.
Question for Readers
Have you successfully used one--or a combination of--Skinner’s five primary verbal operants to teach language skills to an autistic child?
We hope you enjoyed the information in this article. STAGES® Learning also offers free downloadable resources to support teaching and learning with autistic individuals. Start with our free Picture Noun Cards and see our collection of other downloadable resources here!
References
- Newman, Bobby, Kenneth F. Reeve, Sharon A. Reeve, and Carolyn S. Ryan. Behaviorspeak: Glossary of Terms in Applied Behavior Analysis (ABA). Dove and Orca, 2003.
- Sautter, Rachael A., and Linda A. LeBlanc. “Empirical Applications of Skinner’s Analysis of Verbal Behavior with Humans.” The Analysis of Verbal Behavior 22, no. 1 (2006): 35–48. https://doi.org/10.1007/bf03393025.
- https://www.appliedbehavioranalysisprograms.com/faq/verbal-operants/
- https://learningbehavioranalysis.com/b-14-verbal-operants/
- https://cornerstoneautismcenter.com/aba-therapy/verbal-operants/
- Cooper, John O., Timothy E. Heron, and William L. Heward. Applied Behavior Analysis. 3rd ed. Hoboken, NJ: Pearson, 2020.
- https://www.sidebysidetherapy.ca/autism-spectrum-disorder/autoclitics-4-things-to-know-in-2021/
Sundberg, Mark L. VB-MAPP Verbal Behavior Milestones Assessment and Placement Program: A Language and Social Skills Assessment Program for Children with Autism or Other Intellectual Disabilities: Guide. 2nd ed. Concord, CA: AVB Press, 2014.
