Verbal Behavior Cheat Sheet for Staff

Verbal Behavior Cheat Sheet for Staff
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Verbal Behavior Cheat Sheet for Staff
Skinner's View of Language Learning. According to Skinner, individuals learn language through the functional relationships between verbal behavior and its precursors and consequences. Similar classifications of environmental categories as gestured behavior influence verbal behavior, which does not require mentalistic, hypothetical entities to account for its creation (Goddard, 2018). Additionally, this behavior is a societal interactivity between a communicator and a listener, in which a speaker can control their surrounding through the listener's behavior. 
Skinner's verbal efficiencies are the mand, tact, echoic, intraverbal, textual, and transcription. Mand. In this case, the controlling element is a motivating operation or specific reinforcement, whereas the consequence is a reinforcer such as edibles, toys, or the removal of unconcerned stimulation. For example, a child is hungry and wants a snack. This condition creates a motivating operation that makes food more valuable and behaviors reinforced with food more likely to occur (Mitteer et al., 2019). The child says, "I want grapes," and the parent gives the kid grapes. "I want grapes" is the mand, and the grapes are the specific reinforcement related to the motivating operation.
Tact. Here, the controlling antecedent is the nonverbal discriminative stimulus that can be seen, heard, smelled, or felt, whereas the consequence is a generalized conditioned reinforcement such as praise. For example, a child sees a dog and says, "the dog." The antecedent is the visual stimulus of the ...