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Verbal Behavior is the way children use words and language.  It includes spoken language as well as writing and gesturing to express language.  The phrase “Verbal Behavior” is also used to indicate a form of teaching designed to assist children with communication.  It has been shortened to VB here for convenience, however this method is also known as Applied Verbal Behavior Analysis (AVBA) and Verbal Behavior Therapy (VBT).  Professionals trained to teach children more appropriate and more effective communication in this way use the principles and methods of Applied Behavioral Analysis or ABA (VBCA, 2009).  Applied Behavioral Analysis is a scientific method of teaching desired behavior.  The teaching method of VB is frequently used with children who have Autism and conditions from the Autistic Spectrum (Pervasive Developmental Disorders) since these children have undeveloped or ineffective communication skills that interfere with daily functioning.  VB provides interventions that can improve the communication skills of children with these disorders. Consequently, VB will also improve their daily levels of functioning, independence, and overall quality of life as communication becomes more effective.  Techniques used in teaching verbal behavior rely upon a scientific approach that is well-documented as beneficial to such children.  VB therapists improve the use of words and language by using the general goals of:

• increasing desired verbal behaviors
• developing verbal skills
• maintaining desired verbal behaviors
• using verbal skills in new situations
• eliminating obstacles to learning verbal behaviors and skills
• reducing undesired verbal behaviors

Verbal behavior in communication has several specific subtypes of word and language usage.  In VB children are taught the many types of usage through instruction, prompting, imitation, practice, and the use of reinforcements or rewards (AutismWeb.com, 2009).  Some of the subtypes of verbal behavior taught by VB therapists help children to:

• imitate or repeat the words of others
• name things that are seen
• ask questions
• answer questions
• make sentences
• have conversations
• understand the meanings of words
• build vocabulary
• be more motivated to use language
• pay attention to the speaker
• use words to solve problems
• be more assertive when speaking

Children with autism or other disorders of the Autism Spectrum (Pervasive Development Disorders) such as Rett’s Disorder, Childhood Disintegrative Disorder, Asperger’s Disorder, and Atypical Autism (Autism NOS) have benefitted from the use of VB.  Additionally, children with severe speech and communication disorders can also benefit from VB.

Children may work with VB therapists in many settings.  Some therapists will visit the child for sessions in the home or school.  Therapists also work in clinic settings in which toys, games, pictures and other materials useful in VB can be found.  Therapists attempt to engage children in VB through play and may incorporate many ‘fun’ tasks, items, and activities into sessions so that children look forward to their visits.  Additionally, such approaches keep the child motivated to interact with the therapist which is an essential part of the therapy process.

Children will progress in skills that build upon one another.  Initially, children learn to ‘pair’ words with objects or activities—a picture of a ball is paired with the presentation of an actual ball, for example, and build more complex skills based upon this one.  Parents can expect children to work repeatedly with certain concepts until they are mastered, and therapists will ‘rotate’ lessons so that children do not tire of repetition.  Additionally, this method improves learning and motivation as time progresses.  It is difficult to anticipate the length of VB involvement since each child will have individualized and specific needs.  An evaluation process will determine what skills need to be developed.  Each child’s progress will be carefully monitored in every session.  Information from each session will be analyzed by the therapist to determine what is working and what should be changed in order to help the child progress.  Parents can expect to be periodically informed of progress and any changes in the behavioral plan. 

Both children and family members benefit from VB services.  Children will increase their ability to interact and participate in family life as well as achieve greater independence.  These serve to lessen the stress experienced by families that care for children with Autism and Autism Spectrum disorders.  Additionally, children are helped in many of the core areas of their disorder when communication improves.  They are better able to develop and maintain relationships and to state their needs, wants, ideas and perceptions.  Consequently, isolation and loneliness decrease, self-esteem and self-worth improves, and self-concept is more fully developed.   Academic achievement is also dramatically impacted by the benefits of VB.  Social and recreational opportunities with family members and peers also increase as communication improves. Further, families can expect that children involved in VB will be less resistant to attending sessions than they are for other therapies that do not involve play.