ABA Therapist use the model after B/F/. Skinner who is the fore father of Verbal Behavior. ABA Therapist promotes Interdependendency through dependent group contingencies arranged to promote peer influence or by Natural environment teaching (NET). ABA Therapist delivering reinforcers contingent on correspondence or agreement between verbal responses and actions. For example, a child's verbal behavior may be a response in sign language, using the PECS method or using an augmentive device. The response, regardless of how it is delivered is either reinforced or given a correction trial to promote 100% errorless teaching.

Sample Learning Goal:

Johnny will acknowledge the teacher every time his name is said, (teacher will be in close proximity) he will look at the teacher and be rewarded immediately for this behavior. Hence, the child has now learned to acknowledge the teacher. As Johnny becomes more successful in this task the teacher will move further away from Johnny and assure his success by fading prompts as needed.

The Elements of a Language Based Environment

Language must be viewed by all involved as the key feature of the intervention.

Language training must-be incorporated into all other activities (e.g., self-care, play, entertainment, motor development, nonverbal tasks).

There must be a large number of daffy trials under a variety of stimulus and motivational conditions.

All program staff and family members should-be trained in language instruction techniques

Trainers need to know how and when to reinforce, and how to fade out contrived reinforcers so natural reinforcers, take over.

Trainers need to know what response, approximations to, accept, and how to shape better approximations.

Trainers need to know what level of prompt to provide, and how to fade those prompts out as possible

Trainers need to be consistent in their implementation of the program

Trainers need to, optimize any opportunities to evoke verbal responses by capturing or arranging opportunities to communicate

All relevant types of should be conducted not just receptive and expressive, but also, mands, tact &, intraverbals, etc. It is not necessarily the number of trials that is critical, but rather the type of trials.

Trainers need to arrange for frequent opportunities to generalize.

A plan (or curriculum) for orderly progression to more complex forms of verbal behavior needs to be in place,

The educational plan (IEP/IPP) must be coordinated with daily activities.

Data should be collected on performance.

Education is what survives when what has been learned has been forgotten

B.F. Skinner