Key Takeaways
- Verbal operants describe different ways language is used, focusing on function rather than form.
- The six main operants — mand, tact, echoic, intraverbal, listener responding, and imitation — work together to create well-rounded communication skills.
- Teaching all operants helps children use language across a variety of real-world situations, not just in structured settings.
- ABA therapists combine structured teaching and natural opportunities to make language learning meaningful and lasting.
Language is more than just words — it’s how we share our needs, connect with others, and understand the world. In ABA therapy, developing strong communication skills is often a core focus, especially for children who may need additional support in learning how to express themselves effectively.
One powerful framework ABA therapists use to teach communication is the concept of verbal operants. These are different categories of language that describe how and why words are used. By understanding and teaching these operants, therapists can help children build meaningful, functional communication skills that go beyond vocabulary lists and scripted responses.
What Are Verbal Operants?
In ABA therapy, verbal operants are specific types of communication defined by the function of the words rather than just their form. The term comes from the work of B.F. Skinner, who identified six main verbal operants that cover a wide range of language use.
By teaching each operant in a clear, targeted way, therapists can help children use language for a variety of real-world purposes — from asking for something they want to sharing information with a friend.
The Six Verbal Operants
1. Mand
A mand is a request. It’s when a child uses language to get something they want or need, such as asking for water when they’re thirsty or requesting a favorite toy. Teaching mands helps children see the value of communication as a way to meet their needs directly.
2. Tact
A tact is a label. It’s when a child names or describes something in their environment, like saying “dog” when they see a dog or “blue” when pointing to a crayon. Tacts help children build vocabulary and awareness of the world around them.
3. Echoic
Echoic behavior is repeating what someone else says. For example, if a therapist says “apple” and the child repeats “apple,” that’s an echoic. Echoics are important for learning new words, practicing pronunciation, and developing verbal imitation skills.
4. Intraverbal
Intraverbals are conversational responses that don’t rely on the presence of the object being discussed. For instance, when asked “What do you eat for breakfast?” a child might say “pancakes.” These exchanges are critical for building social communication and answering questions.
5. Listener Responding (Receptive Language)
This involves following directions or responding to what someone else says. If a therapist says “Touch your nose” and the child touches their nose, that’s listener responding. It’s an important skill for understanding and processing language.
6. Imitation (Motor Imitation)
While not purely verbal, imitation of actions plays a key role in language development. Copying gestures, signs, or motor movements lays the foundation for broader communication skills and social engagement.
Why Teaching All Six Operants Matters
If a child only learns one type of verbal operant — for example, labeling items (tacts) — they might be able to name things but struggle to request them or use language in conversation. Teaching all six operants ensures a well-rounded communication skill set.
It also helps children generalize their language, meaning they can use it in new and different situations. For example, the ability to ask for a snack at home can transfer to requesting food at school or in a restaurant.
How ABA Therapists Teach Verbal Operants
Therapists introduce and practice verbal operants through a mix of structured teaching and naturalistic opportunities. This might involve targeted sessions for specific skills, as well as incorporating language practice into play, routines, and community activities.
Each child’s program is individualized based on their current abilities, interests, and goals. By keeping sessions engaging and reinforcing successful communication, therapists help children build confidence and motivation to use their language skills.
Building Communication That Lasts
The six verbal operants give ABA therapists a clear roadmap for nurturing language development. By teaching children how to request, label, respond, and engage in conversations, we’re giving them the tools they need to connect with others and navigate the world more independently.
At Rainbow ABA Therapy, our goal is to make communication meaningful, functional, and empowering. Every new word, request, or conversation is a step toward greater connection and confidence.
FAQs
Why focus on verbal operants instead of just vocabulary?
Verbal operants target the purpose of communication, ensuring a child can use language to request, label, answer, and interact, not just memorize words.
Do all children learn the operants in the same order?
No. The teaching sequence depends on the child’s current skills, needs, and goals. ABA programs are individualized for each learner.
How are verbal operants practiced outside of therapy?
Parents and caregivers can reinforce these skills during daily routines, playtime, and community activities to help children generalize their language abilities.
