ABA Verbal Behavior & Language Development Flashcards
6 cards from real ABA practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 6 ABA Verbal Behavior & Language Development flashcards as text
A teacher asks, 'What do you use to cut paper?' and the student replies, 'Scissors.' This is an example of:
Answer: Intraverbal
The student's response is controlled by the teacher's verbal stimulus without formal similarity, which defines an intraverbal.
Joint attention skills are considered important in early verbal behavior intervention because they:
Answer: Establish shared focus that supports the development of tacts and social communication
Joint attention (coordinating attention between a person and an object/event) provides the foundation for tact development and social-communicative exchanges.
Which approach to language intervention emphasizes arranging motivating operations to teach mands before tacts and intraverbals?
Answer: Verbal Behavior (VB) approach based on Skinner's analysis
The VB approach (Sundberg, Partington) prioritizes mand training first because the learner's motivation directly drives functional communication.
Generalized imitation as a prerequisite skill is important in verbal behavior programs PRIMARILY because it:
Answer: Allows echoic training to proceed, which supports mand and tact development
Generalized imitation enables echoic responding, which is a building block for teaching vocal mands and tacts through prompt fading.
In the context of verbal behavior, 'stimulus equivalence' is relevant because it:
Answer: Accounts for the emergence of untrained relations among stimuli, supporting language generalization
Stimulus equivalence (reflexivity, symmetry, transitivity) explains how learners derive novel symbolic relations without direct training, underpinning reading, naming, and language.
A BCBA designing a verbal behavior program for a non-vocal learner should FIRST consider:
Answer: Identifying the learner's current communicative repertoire and selecting an appropriate augmentative/alternative communication (AAC) system
Assessing existing skills and selecting the most appropriate AAC system ensures the learner has a functional means of communication, which is the ethical and evidence-based first step.