The Problems with Verbal Behavior

Because I feel so passionately about this, I decided this should be my first blog post. Although I don’t encounter it as much any more, the use of Verbal Behavior (VB) was one of the main reasons I left my former place of employment (a public school). It was used in most of the autism support classrooms there. Other schools may use the program in a more successful way than what I witnessed, but I’m sure with how widespread the PATTAN Autism Initiative is in Pennsylvania, that spreads this program to more and more schools, there are probably many other schools where the same problems are occurring. After explaining what the VB program is, I’m going to list some of the problems I’ve seen, and explain what is so problematic about each one.

What is Verbal Behavior?

Verbal Behavior is a program based on B.F. Skinner’s work and the principles of Applied Behavior Analysis. It is designed to teach students to use language through the use of a highly structured system of prompting and reinforcing desired responses. On the surface it doesn’t sound so bad, but it actually has a lot of problems associated with it:

VB is based on Applied Behavior Analysis

To unknowing parents, this may seem to be a positive, as ABA is viewed as the “gold standard” for autism “treatment”. However, this is a strike against VB, as there are flaws in the ABA principles that underly VB.

ABA approaches often employ abusive techniques, such as compliance training, planned ignoring, and withholding items that can be used for sensory or emotional regulation, which can be distressing and dehumanizing for autistic individuals. These practices not only violate the principles of bodily autonomy but also disregard the needs of the autistic children. Moreover, ABA's narrow focus on behavior modification neglects the broader emotional well-being and mental health needs of autistic individuals. It often fails to consider the impact of sensory sensitivities, executive functioning differences, and social-emotional differences that significantly affect communication. By disregarding these critical factors, ABA (and also VB) disregards the holistic needs of autistic individuals, leading to an incomplete and inadequate approach to their development.

Furthermore, ABA-based programs like VB tend to prioritize prompt-dependent training, where children are heavily reliant on prompts and prompts fade slowly over time. This approach restricts the child's ability to develop independent and spontaneous communication skills. In the case of VB, instead of fostering genuine understanding and expression (i.e. genuine LEARNING), it leads to memorization and rote responses without a deeper comprehension of language and its functions.

Another crucial concern is that ABA, in general, places an undue focus on shaping behavior to meet neurotypical standards rather than accepting and embracing the diverse ways in which autistic individuals naturally communicate (we will discuss this more below). ABA disregards the concept of neurodiversity, which recognizes that autism is a valid and valuable variation of human neurology.

VB is not based on how language actually develops in children

Although VB relies on the VB-MAPP, an outline of typically developing language skills, one of the fundamental problems with the VB program is its failure to align with the real natural language development process in autistic children. Language acquisition is a complex and multifaceted phenomenon that encompasses not only verbal skills but also non-verbal communication, MEANINGFUL social interactions, and gestalt language processing (I’ll be writing a specific blog post about how VB harms GLPs in the future). They may use different types of communication, and learn communication skills in different ways or in a different order than expected. Alongside this, as mentioned above, VB trains children to use language skills instead of teaches them to use them. Language needs to be taught naturally, if you want the child to actually use the language in a natural environment. It literally goes through teaching one word at a time, drilling it over and over, rather than giving the student the opportunity to learn and pick up words and language skills naturally. The VB program often neglects these vital aspects, leading to limited generalization of learned skills and a focus on rote memorization rather than genuine understanding.

VB uses edible reinforcers

In every classroom where I have seen VB used, each child had their own little divided box of different kinds of treats they liked, broken down into the smallest possible pieces (for example, M&Ms broken into quarters). Edible reinforcers are often utilized within the framework of ABA-based programs like VB. However, the use of edible reinforcers as rewards in behavioral interventions raises significant ethical concerns, particularly when working with autistic individuals. Reliance on edible reinforcers can inadvertently reinforce harmful associations between food and compliance, potentially leading to disordered eating patterns or an unhealthy relationship with food.

Autistic individuals may have sensory sensitivities or specific dietary needs that must be respected. Using edible reinforcers as rewards may not only compromise their physical health but also diminish their autonomy and dignity. Rather than using edible reinforcers, OR ANY KIND OF EXTERNAL REINFORCEMENT FOR THAT MATTER, it’s more important to build intrinsic motivation for a child.

VB ends up focusing on a lot of non-functional behaviors

In some instances, the VB program places excessive emphasis on teaching non-functional behaviors that do not contribute meaningfully to communication or overall development. For example, prompting a child to touch their nose or engage in other arbitrary actions can lead to a disconnection from authentic and functional communication. It is crucial to prioritize teaching communication skills that empower children to express their needs, thoughts, and emotions effectively, not just meet a set of skills that the VB-MAPP lists.

It replaces academic instruction

Yes, children need language skills to be able to learn. But 1). as we’ve already covered, this is not how language should be taught, 2) if a child is non-speaking that is all the more reason there should be a strong focus on teaching literacy skills, and 3) children have a right to learn at school - learn academics, not just “touch your nose”. Now I can’t say that it is like this in all schools that use the program, but from what I’ve witnessed, VB has a troubling potential to overshadow academic instruction. While language skills are undoubtedly essential for learning, a well-rounded educational experience should also encompass literacy, critical thinking, and problem-solving. Unfortunately, some implementations of VB may overlook these vital aspects, leaving children without the necessary foundations to succeed academically. By the time a child finishes the VB program, if they ever finish it, they are often so far behind that they have no hope of catching up.

It does not validate alternative/autistic ways of communicating, playing, or being

The VB program often falls short in validating autistic ways of communicating, playing, and being. By comparing autistic students to neurotypical norms, the program disregards the rich diversity of communication styles within the autistic community. By forcing autistic children to meet and live by these norms, they are forcing the child to learn to mask, and cover up their true self. This leads to major mental health problems. Additionally, the program ignores the usage of behaviors as communication (purposefully, through planned ignoring), and discourages the use of augmentative and alternative communication (AAC) systems besides sign language, undermining the autonomy and agency of non-speaking individuals. It is crucial to embrace and support all forms of communication, recognizing that behavior is a valid means of expression.

VB does not presume competence

Presuming competence is a fundamental principle in supporting autistic individuals. Unfortunately, the VB program does not uphold this principle. By assuming a deficit-based approach, the program limits the growth and potential of autistic children. It often forces them to meet skills (e.g. “touch your nose”) far below their actual ability level, but because they are developing different skills or skills in a different order. Presuming competence, using a strengths-based approach, and providing appropriate support and accommodations can empower individuals to thrive and reach their full potential.

It’s not backed by robust research

The VB program lacks robust research support, raising concerns about its effectiveness and long-term outcomes. As stated earlier, VB is based on ABA, which some newer studies are actually showing is not effective for helping autistic people. Additionally, the people who use VB in the classroom often try to take the place of highly trained speech/language pathologists and occupational therapists, which leads to use of techniques that are ineffective and further undermine the quality of overall support for the student. It is imperative to rely on evidence-based practices, or lived-experience-based practices, and ensure that professionals understand how to best support autistic students.

And I’d just like to end with this:

Anyone who has learned about language development in children knows about Noam Chomsky, the father of modern linguistics. I’d like to sum up by sharing his conclusion of his review of VB. Noam Chomsky said: “The conclusion that I hoped to establish in the review, by discussing these speculations in their most explicit and detailed form, was that the general point of view [of B.F. Skinner’s Verbal Behavior] was largely mythology, and that its widespread acceptance is not the result of empirical support, persuasive reasoning, or the absence of a plausible alternative.” If you’re interested in reading more from that paper, look for: "A Review of B. F. Skinner's Verbal Behavior" in Language, 35, No. 1 (1959), 26-58.

Overall, from the way I’ve seen the Verbal Behavior Program applied, not only does it hold students back from reaching their full potential, but it actively harms them. I helped 2 teachers at my previous school get VB out of their classrooms, and I hope to continue doing much, much more. Let us strive to create environments that celebrate diversity, prioritize authentic communication, and provide the necessary support for every individual to thrive and reach their full potential.