B.19 Identify and distinguish among verbal operants
In applied behavior analysis (ABA), the verbal operants are functional units of language that describe different ways in which individuals use and respond to verbal behavior. Here are the definitions and examples of the six main verbal operants, including the additional operant of textual transcription:
Mand
A mand is a verbal operant in which an individual makes a request or demands something. It involves expressing needs, wants, or desires and is typically reinforced by obtaining the desired item or action.
Example: A child saying, “Can I have a cookie?” to request a cookie from their parent.
Tact
A tact is a verbal operant in which an individual labels or describes things in the environment. It involves expressing what one sees, hears, smells, tastes, or feels and is reinforced by social approval or generalized reinforcement.
Example: A person saying, “That’s a yellow car!” when seeing a yellow car passing by.
Tact extensions
Tact extensions are a form of verbal behavior in which an individual expands upon a basic tact by providing additional information or descriptions.
- Solistic: A solistic tact involves using words or phrases that are only understood by the individual using them, without necessarily referring to an external audience. Example: A child repeatedly saying “Cookie” to themselves while playing, without intending to communicate with others.
- Metaphorical: A metaphorical tact involves using words or phrases that represent one thing but are used to describe something else figuratively. Example: Referring to a fast runner as “a cheetah” or calling a difficult problem “a mountain to climb.”
- Metonymical: A metonymical tact involves using a word or phrase that is closely associated with the intended target or subject. Example: Referring to the cash register as “the register” or calling the television remote control “the
clicker.” - Generic: A generic tact involves labeling a whole category or class of items or events rather than specific instances. Example: Saying “I like dogs” instead of referring to a particular dog by name or description.
Tact extensions, solistic tacts, metaphorical tacts, metonymical tacts, and generic tacts are all ways in which individuals can use language to describe and interact with their environment. Behavior analysts often work on expanding an individual’s repertoire of tacts and teaching them to use more varied and descriptive language to communicate effectively.
Echoic
An echoic is a verbal operant in which an individual repeats or echoes what someone else has said. It involves vocal imitation and is reinforced by social feedback or the speaker’s approval.
Example: A child saying “ball” after hearing their parent say “ball.”
Intraverbal
An intraverbal is a verbal operant in which an individual responds to verbal stimuli without a point-to-point correspondence. It involves answering questions, engaging in conversation, or completing verbal exchanges and is typically reinforced by social interactions.
Example: Someone answering the question “What is your favorite color?” with “Blue.”
Textual
A textual operant is a verbal operant in which an individual reads or writes words or text that corresponds to the spoken word.
Example: A child reading the word “cat” when presented with the written word “cat.”
Transcription
Transcription is a verbal operant in which an individual writes or types what they hear or see.
Example: A student writing down a teacher’s spoken instructions during a class lecture.
These verbal operants play a crucial role in language development and communication. By teaching and reinforcing each of these operants, behavior analysts can help individuals acquire and improve their verbal skills, enabling effective communication in various contexts.
Point-to-point and Formal Similarity
In applied behavior analysis (ABA), point-to-point correspondence and formal similarity are concepts that relate to the analysis and teaching of verbal behavior. Here are their definitions and examples:
Point-to-Point Correspondence
Point-to-point correspondence refers to the matching or alignment of each individual component of a verbal response to a corresponding component of the stimulus or antecedent. It means that each element or feature of the verbal response has a direct correspondence or connection with the corresponding element or feature of the stimulus.
Example: If a child is asked, “What color is this?” while pointing to a red ball, a point-to-point correspondence would occur if the child responded with “red” while also pointing to the ball. Each element of the question (color) and the response (red) aligns with the corresponding element of the stimulus (the red ball).”
Formal Similarity
Formal similarity refers to the physical or topographical resemblance between the antecedent stimulus and the emitted response. It means that the response shares the same or similar physical properties, such as the sounds, gestures, or appearance, as the stimulus.
Example: If a teacher says, “Say ‘apple’,” and the child responds with the word “apple” using the same vocal sounds and pronunciation as the teacher, there is a formal similarity between the teacher’s instruction and the child’s response.
Both point-to-point correspondence and formal similarity are important concepts in the analysis and teaching of verbal behavior. Point-to-point correspondence ensures that the relevant components of the stimulus and response align, allowing for accurate and meaningful communication. Formal similarity helps establish the appropriate response form and allows for generalization and transfer of skills across different stimuli and settings. Behavior analysts consider these concepts when assessing and designing interventions to promote effective verbal behavior in individuals.
Codic and Duplic
Codic and duplic are terms used to describe specific types of intraverbal behavior.
Codic
Codic refers to an intraverbal response that is evoked by a specific feature or element of a verbal stimulus. The response is based on a particular aspect or code of the verbal stimulus rather than the complete stimulus itself.
Example: If someone says, “The color of the sky is…” and the listener responds with “blue,” the intraverbal response of “blue” is a codic. The response is based on the specific feature (color) mentioned in the verbal stimulus rather than the entire sentence.”
Duplic
Duplic refers to an intraverbal response that repeats or duplicates the exact verbal stimulus. The individual echoes or reproduces the same words or phrases they have heard without any changes or
elaboration.
Example: If someone says, “Hello, how are you?” and the listener responds with “Hello, how are you?” in the same tone and manner, the intraverbal response of repeating the exact words is a duplic.
Codic and duplic are both forms of intraverbal behavior, which involve responding to verbal stimuli without a one-to-one correspondence. However, they differ in terms of the specific features or elements of the stimulus that evoke the response. Codic involves responding to a specific feature or code of the stimulus, while duplic involves repeating the stimulus verbatim.
Understanding these concepts is important in analyzing and teaching intraverbal behavior. Behavior analysts utilize various strategies to develop and expand an individual’s intraverbal repertoire, including prompting, shaping, and reinforcement, to promote effective and fluent communication skills.