The Behavior Analyst Today

Volume 8, Issue 3, 2007

Book Review

The Verbal Behavior Approach: How to Teach Children with

Autism and Related Disorders by
Mary Barbera and Tracy Rasmussen
Nina C. Wilde, Valerie A. Evans, & Saul Axelrod
Focusing mostly on the pragmatic issues parents and professionals will face when initiating an

Applied Verbal Behavior (AVB) program for a child with autism, The Verbal Behavior Approach
gives novices a logical, useful, and reader-friendly book that will assist them in a search for practical
advice on AVB. The Verbal Behavior Approach provides useful information and resources for
immediate application, accomplishing the books main objective, providing for rapid implementation
of an AVB program.
Keywords: Autism, Verbal Behavior, Applied Verbal Behavior, Applied Behavior Analysis.

Parents of children with autism are a distinct group. The communication, behavioral, and social
diagnostic criteria that characterize autism will take parents through a process that for some, necessitates a
complete life reorientation. Mary Barbera is one of these parents. Barbera wrote a book, in conjunction
with her co-author, Tracy Rasmussen, that represents the resolve of this distinct parent population. She
changed careers to become a Board Certified Behavior Analyst for her son, Lucas, but she wrote this
book for future parents. Practical tips and personal examples are amply provided throughout the chapters,
reflecting her experiences as both a mother of a child with autism and a professional. Her knowledge of
Applied Behavior Analysis (ABA) is apparent as she advocates for her approach of choice, Applied Verbal
Behavior (AVB)
The Verbal Behavior Approach is not, nor claims to be, a scholarly work based on research
findings. Given Barberas target audience, it makes sense that research references were sparse. In
addition, Barbera recognizes that AVB is still developing as a research-supported approach and
acknowledges that there are no controlled large group studies on this approach (p. 23). Barbera
explains that she chose AVB because of the many single- subject studies, her sons experience of
improved behaviors and skills, and the improvements she has observed in others she has served as a
behavior analyst. In addition, AVB is based on the principles of ABA, which are strongly backed by
research.
In Chapter One, Barbera states that a primary goal of her book is to outline the VB approach so
that parents and professionals have basic information about it and can begin to incorporate some of the
information immediately (p.23). To this end, the book reads like a field guide. Barbera presents the
information in a manner that is both accessible to parents and technically accurate. The book is wellorganized by chapter (not unlike Skinners Verbal Behavior) and includes applied examples and practical
directions, many from Barberas own professional and personal experiences. In each chapter, Barbera
takes difficult concepts and explains them in a way that makes them comprehensible to parents and
emerging professionals. For example, she states that a reinforcement system is necessary, and that while it
may seem like an easy task to create such a system, Its a complicated dance that you really end up
creating as you go along. (p. 59). Put this way, readers understand that they are not expected, at the
outset, to know exactly what will work as a reinforcer. Barbera also highlights that one can only
determine what serves as a reinforcer after observing how the delivery of a particular stimulus affects
future response rates. Acknowledging the complexity further, Barbera emphasizes that figuring out what

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will serve as a reinforcer for an individual child may require a formal process, such as a reinforcer
assessment.
Throughout the book, Barbera stresses the importance of pairing the childs work area and
instructors with positive reinforcement. She stresses that the development of rapport with the child is a
prerequisite to learning. Assessment of the childs operant repertoire, receptive and imitative skills, and
visual performance is discussed in a manner that is thorough enough for the purposes stated by the author.
For readers seeking additional information, Barbera provides titles for more in-depth assessment tools,
such as the Assessment of Basic Learning and Language Skills (Partington & Sundberg, 1998).
Throughout The Verbal Behavior Approach, data collection is emphasized for both skill development and
behavior reduction. Emphasizing practical application of theory, Barbera provides readers with sufficient
information to finish the book and have a complete reference of AVB terms, philosophies, and start-up
resources. Providing a glossary and appendices of a sample assessment, sign language examples, data
sheets, and references for future reading further supports the books utility. Barbera also acknowledges
that some readers may need to seek assistance from a qualified behavior analyst.
The Verbal Behavior Approach does an excellent job of demystifying aberrant behaviors of
children with autism for their parents and other concerned readers. Barbera conceptualizes inappropriate
behavior as functional from the childs perspective, stating children use behavior as communication.
Once you learn the language of their behavior, youll be able to employ strategies to decrease the problem
behaviors and increase good behaviors. (p. 28). Contained in a single chapter, information on the
assessment and treatment of aberrant behavior is unlikely adequate for a parent to implement successfully
complete assessment and intervention, though the book offers a sufficient introduction to the functional
behavior assessment processes.
Barberas aim in writing the book was to convey information on AVB to readers who are not
proficient with ABA terms and processes. Barbera accomplishes this goal by providing parents with a
framework for understanding what constitutes an AVB approach. Focusing mostly on the pragmatic
issues parents will face when initiating an AVB program, The Verbal Behavior Approach is not as
complete with regard to assessment, implementation, and curriculum considerations as other, more
technical guide books geared toward the autism community (e.g., Leaf & McEachin, 1998; Lovaas, 2003;
Maurice, Green & Luce, 1996; Sundberg & Partington, 1998; Partington & Sundberg, 1998). Though
Barbera recognizes other general approaches to autism treatment, such as Discrete Trial Training, and
other communication training approaches, such as the Picture Exchange Communication System (PECS)
(Frost & Bondy, 2002), her own endorsements are consistent with the preferences of the AVB
community. The book emphasizes the basics in order to motivate and empower parents to begin
improving their childs ability to appropriately communicate with others.
As a whole, this book is a logical, useful, and reader-friendly one to any parent or prospective
professional in search of more information on AVB. To the end, this book provides useful informati
and resources for immediate application, accomplishing the books main objective, providing for rapid
implementation of an AVB program.

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References
Barbera, Mary L. & Rasmussen, T. (2007). The Verbal Behavior Approach: How to Teach Children with
Autism and Related Disorders. United Kingdom. Jessica Kingsley Publishers.
Frost, L. & Bondy, A. (2002) The Picture Exchange Communication System Training Manual, Second
Edition. Newark, DE. Pyramid Educational ProductsLovaas, O.I. (2003) Teaching Individuals
with Developmental Delays. Austin, TX. Pro-Ed.
Leaf, R. & McEachin, J. (1998) A Work in Progress: Behavior management strategies and a curriculum
for intensive behavioral treatment of autism. New York, NY. Different Roads to Learning.
Maurice, C., Green, G. & Luce, S.C. (Eds.) (1996) Behavioral Intervention for Young Children with
Autism: A Manual for Parents and Professionals. Austin, TX. Pro-Ed.
Sundberg, M.L. & Partington, J.W. (1998) Teaching Language to Children with Autism or Other
Developmental Disabilities. Pleasanton, CA. Behavior Analysts, Inc.
Partington, J.W. & Sundberg, M.D. (1998) The Assessment of Basic Language and Learning Skills.
Pleasanton, CA. Behavior Analysts, Inc.
Partington, J.W. & Sundberg, M.D. (1998) The Assessment of Basic Language and Learning Skills:
Scoring Instructions and IEP Development Guide. Pleasanton, CA. Behavior Analysts, Inc.

Author Contact Information:

Nina C. Wilde
7 Keith Lane
Burlington, NJ 08016
609-510-8935
ninawilde@gmail.com
Valerie A. Evans
1424 W. Norris St
Apt 61
Philadelphia, PA 19121
215-777-4810
valevans@temple.edu

Saul Axelrod, Ph.D., B.C.B.A.

CITE Department
Temple University
441 Ritter Hall
Broad and Montgomery Aves.
Philadelphia, PA 19122
215 - 204 6060 (W)
215 - 204 1414 (Office FAX)

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