ABA Chapter Chat: Verbal Behavior Approach - Chapter 6 | Increasing Speech in Non-Vocal Learners

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Welcome back to ABA Chapter Chat!

After listening, try a few example questions from our comprehensive study guide below, and don’t forget to comment your answers!

In this episode, we explore Chapter 6 of The Verbal Behavior Approach by Mary Lynch Barbera (2007), diving into the deeply personal and scientifically grounded process of increasing speech in non-vocal and minimally vocal children. Whether you’re a parent, teacher, or ABA professional, this chapter provides a roadmap of realistic, compassionate, and research-based strategies for helping individuals find their voice.

We discuss why traditional prompting often falls short, and how non-vocal programs like sign language, PECS, and voice output devices can serve as bridges to spoken language. You’ll learn how to teach initial signs, avoid prompt dependence, recognize “zombie hands” and “scrolling,” and shift toward vocalizations through shaping, reinforcement, and consistent practice.

This chapter also explores articulation challenges, environment-based strategies for promoting sound production, and the often-overlooked importance of oral motor development—right down to why you should consider ditching the sippy cup.

Happy listening, and let’s keep diving deep into the world of ABA!

1. Why is sign language often recommended as a first choice for non-vocal children in a Verbal Behavior (VB) program?

2. What are the main types of augmentative communication systems discussed, and what are their respective advantages and disadvantages?

3. What is the recommended approach for teaching the first few signs to a child?


[00:00:00] Introduction & the challenge of non-vocal learners
[00:01:00] When mand training doesn’t work: don’t reinforce silence
[00:02:00] Augmentative communication as the bridge
[00:03:00] Sign language, PECS, and voice output systems
[00:04:00] Why sign language is often the best starting point
[00:05:00] Understanding operants with sign language
[00:06:00] Barriers: adult training & community understanding
[00:07:00] Voice output devices: pros, cons, and practicality
[00:08:00] PECS systems: strengths, challenges, and maintenance
[00:09:00] Evaluating what's working & supplementing with signs
[00:10:00] Choosing multiple communication modalities
[00:11:00] First step: learn signs for child’s top reinforcers
[00:12:00] Teaching signs: pairing, prompting, reinforcing
[00:13:00] Choosing distinct and simple signs
[00:14:00] Prompt fading & avoiding “zombie hands”
[00:15:00] Responding to scrolling & shaping independent signs
[00:16:00] Encouraging vocalization: bombard with single words
[00:17:00] Reinforcing babbling & vocal attempts
[00:18:00] Sensory play, gross motor activity, and oral-motor tools
[00:19:00] Clarity: reinforcing correct pronunciation only
[00:20:00] Team consistency with articulation shaping
[00:21:00] Organizing target words into practice tiers
[00:22:00] Final reflection: every gesture is a step toward connection