ABSTRACT

Skinner (1957) proposed that language is learned behavior, and that the same basic principles ofbehavior that constitute the foundation of applied behavior analysis apply to verbal behavior. In thisperspective, it can be true that humans acquire their ability to talk much in the same way that theylearn nonverbal behaviors (reaching, grasping, crawling, etc.). This aspect can verify that the mostsignificant socially significant aspects of human behavior involve verbal behavior. Language acquisition,social interaction, understanding, thinking, perception, and religion are all directly relevant to verbalbehavior (Cooper, Heron, & Heward, 2007, p. 527). Therefore, one of the most significant characteristicsof children with developmental disabilities is language and communication challenges. Verbal behaviorholds promise for explaining and addressing many language problems of children with developmentaldisabilities including autism. This study has the purpose to suggest scientific and rational interventions forall verbal operants based on functional analysis and multiple control of elementary verbal behavior inseveral functions of echoic, tact, mand, interverbal, receptive, etc. This study analyzed publication trendsand future expectations on verbal behavior and finally made several implications and suggestions at theend of this study in terms of assessment, intervention, and verbal behavior for AAC users. For AACusers, this study provided several strategies to support their learning verbal behavior operants. People withsevere speech or language problems rely on AAC to supplement existing speech or replace speech that isnot functional. Special augmentative aids, such as picture and symbol communication boards and electronicdevices can help children express themselves.

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