Teaching Verbal Behavior to Children with Developmental Disabilities becomes clinically important the moment a team has to turn good intentions into reliable action inside language assessment, teaching sessions, caregiver coaching, and natural communication routines. In Teaching Verbal Behavior to Children with Developmental Disabilities, for this course, the practical stakes show up in clearer case conceptualization, better instructional targets, and stronger generalization, not in abstract discussion alone.
Provider: BehaviorLive — via The Verbal Behavior Conference
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Join Free →Some argued that language is too complex to be explained by an operant conditioning account. Skinner challenged this assumption in Verbal Behavior (1957); however, the book was largely an exercise in interpretation and lacked direct experimental data. Since then, a growing body of research not only supported Skinner's interpretation but helped further refine our conceptual understanding of verbal behavior. This research has been instrumental in developing effective procedures to teach verbal behavior to children with developmental disabilities, who typically have language delays. The purpose of this talk is to overview such recent research. The central theme is the developmental sequencing of instruction that promotes learning along the simple-to-complex continuum.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
| COA | 1 | — |
Mirela Cengher, Ph.D., is an Assistant Professor in Psychology at the University of Maryland, Baltimore County (UMBC). She is a Board Certified Behavior Analyst-Doctoral Level and a licensed behavior analyst in the state of Maryland. Dr. Cengher first became interested in behavior analysis when she began working with children with developmental disabilities as an undergraduate student in Romania. She then moved to the United States to pursue graduate training in behavior analysis. Dr. Cengher received her doctorate in Psychology from The Graduate Center, City University of New York, and completed her Postdoctoral Fellowship at Kennedy Krieger Institute and Johns Hopkins University School of Medicine. Dr. Cengher has over 15 years of research and clinical experience with individuals with developmental disabilities. Her primary research interest is at the intersection of verbal behavior and stimulus control—specifically, in her research, she evaluates variables that affect the acquisition of verbal behavior and the development of emergent relations. One of the main lines of research in Dr. Cengher’s lab is the acquisition of foreign languages in children from bilingual households. Dr. Cengher serves as a (guest) Associate Editor and as an editorial board member for several scientific journals (e.g., Journal of Applied Behavior Analysis, The Analysis of Verbal Behavior, Behavior Analysis in Practice).
Dig into the research behind this topic — plain-English summaries written for BCBAs.
256 research articles with practitioner takeaways
239 research articles with practitioner takeaways
225 research articles with practitioner takeaways
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.