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Speech and Language assessment: A verbal behavior analysis

Article in The Journal of Speech and Language Pathology, Applied Behavior Analysis · September 2010
DOI: 10.1037/h0100270

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3 authors:

Barbara E Esch Kate La Londe

Esch Behavior Consultants LLC Western Michigan University
14 PUBLICATIONS 266 CITATIONS 14 PUBLICATIONS 178 CITATIONS

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John W Esch
Western Michigan University
10 PUBLICATIONS 85 CITATIONS

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SLP- ABA Volume 5, Issue No. 2

Speech and language assessment:

A verbal behavior analysis
Barbara E. Esch, Kate B. LaLonde, and John W. Esch

Abstract

Speech-language assessments typically describe deficits according to form (topography), without

identifying the environmental variables responsible for the occurrence (function) of a particular utterance.
We analyze a database of 28 standardized speech-language assessments according to six response classes
including five of Skinner’s (1957) verbal operants. We discuss the importance of including a functional
analysis of speech-language skills to better inform treatment planning and target selection.
Recommendations for future research are included.
Keywords: speech-language, assessment, verbal behavior, functional analysis, verbal operant
____________________________________________________________________________________

Introduction

As practitioners concerned with treating speech-language disorders, one of our primary goals is to
accurately and efficiently determine which communication skills should be targeted for intervention. How
do we know when something needs to be taught? What defines a skill deficit or a communication
breakdown ? In everyday terms, a speech-language problem is signaled when a breakdown occurs in the
interaction between a speaker and a listener. That is, we say that communication is successful when the
outcome of an interaction is effective (i.e., functional), but when the interaction is weak and ineffective,
we suspect a deficit in the repertoire of one of the communication partners. Thus, the critical aspect that
defines communicative competence lies in the success of the dyad, a dynamic process comprised of
functional units of discourse between a speaker and a listener, even when these roles are assumed within a
single individual (e.g., Lodhi & Greer, 1989; Palmer, 1998; Skinner, 1957).
Despite the fundamentally social nature of communication, assessment tools for speech-language
deficits rarely take into account this requisite speaker-listener unit, nor is it routine to test for, describe, or
analyze specific breakdowns in this unit. Most speech-language assessments in widespread use today
evaluate response topographies (forms of responses) alone, without regard for a functional analysis of the
causal variables that lead to the specific topographic features of responses. Indeed, much assessment time
and energy is expended in classifying speech-language performance, not by its role within a unit of
functional communication between a speaker and a listener (i.e., cause and effect), but instead only by its
arbitrarily-labeled categories describing non-function based properties such as word structure (e.g., nouns,
verbs, plurals), modality (expressive, receptive), relationship (e.g., antonyms/synonyms, agreement), or
other inferred characteristics (e.g., ellipsis, nomination, phonological process). This focus is illustrated by
ASHA’s (1993) definition of language disorder as an impairment in “comprehension and/or use of
spoken, written, and/or other symbol systems. The disorder may involve (1) the form of language
(phonology, morphology, and syntax), (2) the content of language (semantics), and/or (3) the function of
language in communication (pragmatics) in any combination.” Although function is an element of this
definition, this usage of the term refers to a linguistic feature of language (pragmatics) in contrast to
Skinner’s analysis of function in which environmental variables describe (and thus, define) the contingent
relatio n that accounts for each particular instance of an utterance (i.e., language). As such, linguistic
descriptions are less adequate for applied work (i.e., treatments) than is Skinner’s model, which specifies
the variables that evoke and strengthen verbal behavior.
To be sure, a thorough topographic description of an individual’s speech-language repertoire may
be a necessary component to plan an appropriate therapy program, but it is insufficient to accomplish the
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Table 3. Apraxia Tests

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