| Verbal Operant Grid | ||
| As a result of… | One has a tendency to… | Verbal Operant |
| Wanting a drink | Say, “I want water!” | |
| “How are you doing?” | Say, “I’m fine!” | |
| Seeing an airplane | Say, “Look, a plane!” | |
| Hearing “apple” | Says, “apple” | |
THIS GRID MUST GO IN THE PAPER ANYWHERE!! YOU CAN PUT IT AT THE END BUT BEFORE THE REFERENCE PAGE
- Introduction
- Definitions and justifications
- Examples of verbal operants
- Benefits and limitations
- Conclusion
- Review the examples in the grid below and identify which verbal operant (mands, tacts, echoic, and intraverbal) is being presented. Either copy and paste the table into or recreate the grid in your paper. Fill in the third column.
- Define each of the four verbal operants and justify the answers you provided. Why did you choose the verbal operant that you did?
- Provide your own example of each verbal operant in narrative form.
- Explain why it is beneficial for learners to increase their mand, tact, echoic and intraverbal repertoire, and any limitations to increasing each repertoire.
