On the difference between verbal and nonverbal behavior.

de Rose (1986) wrote a theory paper. The author asked, 'What is verbal behavior, really?'

Instead of long lists, the paper gives three core parts: instructional control, equivalence classes, and autoclitics.

The paper says these three parts capture all verbal events. No extra pieces are needed.

Words are not things. They are actions that work only inside a social web of cues and consequences.

Hansen et al. (1989) took the same three parts and showed how logic, rules, and propositions fit inside them. The 1989 work is a direct sequel.

Pear (1985) warned that selection-based drills (like touch the card) may not build true verbal action. de Rose (1986) folds both selection and spoken forms into one three-part system, so the papers complement, not clash.

Fryling (2017) later asked, 'Are the verbal operants really separate?' This question tests the tidy three-part claim. Fryling urges data; de Rose (1986) gave the blueprint.

When you write a program plan, check if your targets live inside the three cores. Are you teaching the learner to follow new instructions, to link words in equivalence classes, or to use autoclitics like 'I think it's red'? If not, add them. The list keeps your verbal-behavior goals complete yet simple.