Help
Options
Question
The topography of a verbal response. Refers to the actual form and structure of the response.
click to flip
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't know
Question
The causes of a verbal response, why the speaker is using language.
Remaining cards (34)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Verbal Behavior
ABA Section III Verbal Operants
| Question | Answer |
|---|---|
| The topography of a verbal response. Refers to the actual form and structure of the response. | Formal Properties of Language |
| The causes of a verbal response, why the speaker is using language. | Functional Properties of Language |
| Behavior that is reinforced through mediation of another person's behavior. Social interaction between a speaker and a listener. This includes spoken words and nonvocal verbal communication such as gestures. | Verbal Behavior |
| The person who is gaining reinforcement through the behavior of listeners. | Speaker |
| The verbal operant that involves the speaker asking for the reinforcers that he needs or wants. | Mand |
| A verbal operant for which the form of the response is under the control of Motivating Operations. The only type of verbal response that directly benefits the speaker. | Mand |
| Examples of this type of verbal operant include a child crying to be held and a man asking where the restroom is located. | Mand |
| The verbal operant that involves naming or identifying objects, actions, events, etc. | Tact |
| This verbal operant is under the functional control of a nonverbal discriminative stimulus and produces generalized conditioned reinforcement. This verbal operant is developed through discrimination training. | Tact |
| This verbal operant involves things we see, hear, smell, feel, and taste. | Tact |
| The verbal operant that involves repeating what the speaker heard. | Echoic |
| This verbal operant is under the control of a verbal discriminative stimulus that has point to point correspondence and formal similarity with the response | Echoic |
| The verbal operant that is critical in teaching more complex language skills, often a prerequisite skill for other verbal operants and very important for children with language delays. | Echoic |
| The verbal operant that involves answering a question or having a conversation in which words are controlled by other words. | Intraverbal |
| The verbal operant that occurs when a verbal discriminative stimulus evokes a verbal response that does not have point-to-point correspondence with the verbal stimulus. They do not match. | Intraverbal |
| A repertoire of this verbal operant allows the speaker to think about, talk about and ask questions about objects and events that are not physically present. | Intraverbal |
| The verbal operant that involves reading written words. | Textual |
| These verbal operants are similar to echoic in that there is point to point correspondence between the antecedent stimulus and the response. An important difference is that the responses do not share formal similarity with the SD. | Textual and Transcription |
| This verbal operant involves writing and spelling words spoken to you. | Transcription |
| A type of extended tact in which the novel stimulus shares all of the relevant or defining features of the original stimulus. Simple stimulus generalization. | Generic Extension |
| An example of this type of extended tact would be learning to tact "dog" in the presence of a Golden Retriever and emitting the tact "dog" in the presence of a Husky. | Generic Extension |
| In this type of extended tact, the novel stimulus shares some but not all of the relevant features of the original stimulus. | Metaphorical Extension |
| In this type of extended tact, the novel stimulus shares none of the relevant features of the original, but some other irrelevant but related feature has gained stimulus control | Metonymical Extension |
| This type of extended tact occurs when an indirectly related tact evokes substandard verbal behavior. | Solistic Extension |
| An example of this type of extended tact would be telling someone that they are "sweet as pie" | Metaphorical Extension |
| An example of this type of extended tact would be saying the name of the university when shown a picture of your classroom. | Metonymical Extension |
| An example of this type of extended tact would be saying flamingo when seeing someone dance the flamenco | Solistic Extension |
| A way of teaching a person to tact private thoughts that involves observing stimulus that accompanies a private event and using one's own experiences. For example, see a child fall off of the bike , assume he is feeling pain, and saying "ouch". | Public accompaniment |
| A way of teaching a person to tact private thoughts when the actual event accompanying private events was not observed. Seeing the child laying on the ground crying next to the bike. | Collateral Response. |
| A way of learning to tact private thoughts through generalization of temporal or descriptive properties of other objects or events to novel private events. | Common Properties |
| When a single verbal response is a function of more than one variable. | Convergent Multiple Control |
| Occurs when a single antecedent variable affects the strength of many responses. | Divergent Multiple Control |
| A secondary verbal operant referred to as verbal behavior about verbal behavior. A more complex verbal operant that should not be included in early language interventions. | Autoclitic relation |
| Negative behaviors such as tantrums, aggression, social withdrawal and self injury are often related to a child's lack of ability to perform this verbal operant. | Mand |
| Used to increase the value of a second stimulus condition to teach mands. Provide a desired object without a necessary component, i.e. hot chocolate mix without water or milk. | CMO-T |
Created by:
Maybemary