ABA Section III Verbal Operants
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| show | Formal Properties of Language
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| The causes of a verbal response, why the speaker is using language. | show 🗑
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| show | Verbal Behavior
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| show | Speaker
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| show | Mand
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| 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. | show 🗑
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| show | Mand
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| The verbal operant that involves naming or identifying objects, actions, events, etc. | show 🗑
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| show | Tact
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| show | Tact
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| show | Echoic
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| show | Echoic
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| 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. | show 🗑
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| The verbal operant that involves answering a question or having a conversation in which words are controlled by other words. | show 🗑
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| show | Intraverbal
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| 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. | show 🗑
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| show | Textual
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| 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. | show 🗑
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| This verbal operant involves writing and spelling words spoken to you. | show 🗑
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| show | Generic Extension
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| 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. | show 🗑
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| In this type of extended tact, the novel stimulus shares some but not all of the relevant features of the original stimulus. | show 🗑
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| 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 | show 🗑
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| This type of extended tact occurs when an indirectly related tact evokes substandard verbal behavior. | show 🗑
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| An example of this type of extended tact would be telling someone that they are "sweet as pie" | show 🗑
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| An example of this type of extended tact would be saying the name of the university when shown a picture of your classroom. | show 🗑
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| An example of this type of extended tact would be saying flamingo when seeing someone dance the flamenco | show 🗑
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| show | Public accompaniment
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| 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. | show 🗑
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| A way of learning to tact private thoughts through generalization of temporal or descriptive properties of other objects or events to novel private events. | show 🗑
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| When a single verbal response is a function of more than one variable. | show 🗑
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| Occurs when a single antecedent variable affects the strength of many responses. | show 🗑
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| 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. | show 🗑
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| show | Mand
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| 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. | show 🗑
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Created by:
Maybemary