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Traditional views of language take a structural approach that emphasizes the topography (or form) of words and sentences. Those who hold such a view attempt to teach language based exclusively on form, often with little success. In 1957, B. F. Skinner published Verbal Behavior in which he defined language in functional terms and outlined an explanation of language based on an analysis of the controlling variables for different types of verbal responses. This focus on the reasons why words are said allows us to not only teach the learner to use words to communicate, but allows us to teach actual concepts or “meanings” of words that can lead to conversational language in our children. Skinner’s explanation is now being used by many behavior analysts who teach language to individuals with autism and other developmental disabilities (Sundberg & Partington, 1998).
An example of Skinner’s views can be provided with a single word like “candy”. From a structural approach, the word “candy” is just a word and can have no real meaning. The meaning is given to the word based upon when, why, and how we say it. If you look at the word from a functional view, “candy” has several meanings. When a person says “candy” it can mean that they want a piece of candy. This is what Skinner referred to as a mand and is one possible function or “meaning” of the word “candy.”
Another function would be if a person sees candy, does not want it, but labels it (says “candy”) for someone else. This is a type of verbal response Skinner referred to as a tact. A third function would be illustrated if someone asked “what do you like to snack on?” and the person answered, “candy.” Skinner referred to this type of response as anintraverbal. One could also echo someone else when they say the word “candy.” This type of response was termed echoic behavior by Skinner. According to Skinner, a person does not truly “have the concept” of a word unless they are able to use the word appropriately across all of its many functions.
The implication of Skinner’s functional analysis of language is that one cannot assume that teaching an individual to utter a word under one set of conditions will result in their ability to “use” the word under the many other relevant conditions. For example, just because a person can ask for candy when s/he wants some, does not mean that a person can automatically answer questions about candy when it is not present. As such, the individual units of a language are best taught individually.
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