Essential Learning
Begin with Einar Ingvarsson’s tutorial on Verbal Behaviour (VB). It outlines core VB principles relevant to behavioural interventions for autistic children. The tutorial is 18 pages and provides a solid foundation if you intend to use a VB approach.
You will encounter some advanced terms that are not required for the RBT exam (for example, relational frame theory or naming). The language is dense, which makes it a good opportunity to practise reading ABA terminology. If a term or paragraph is unclear, ask FRED to explain it in simpler language.
Optional Resources
(Helpful for a quick overview of VB operants)
Optional Video: Cornerstone ABA’s short video introduces a range of VB operants with simple examples.
Conversation Exercise
Use FRED, our AI-powered chatbot, to clarify difficult sections of the tutorial or to generate examples of VB operants.
Click the conversation icon in the bottom right of your screen, or open the chat interface directly.
If you have not already, read our guide on getting the most from your conversations with FRED.
Reflection Exercise
Before you start, have you read our article on completing reflection exercises?
Write a short reflection using the prompts below. Your response should be:
- Between 100 to 500 words (approximately 5–7 sentences minimum)
- Written in any language you prefer
- Focused on deep engagement, not grammar or spelling
Reflection Prompts (choose one or more):
- Summarise Key Concepts: Which VB operants and principles stood out in the tutorial?
- Define in Your Own Words: How would you explain one VB operant (for example, mand, tact, intraverbal) to a colleague?
- Importance and Relationships: Why are these operants important for practice? How do they relate to earlier course content?
- Practical Application: Where could these ideas support autistic learners in natural settings or teaching sessions?
- Application to Your Practice: Describe how you might teach or prompt one operant and how you would know it is learned.
- Interesting Insights: What surprised you or challenged your assumptions?
Example Reflection:
Reading Ingvarsson clarified how VB organises language by function rather than form. I had assumed “language teaching” meant vocabulary lists, but the focus on mands and tacts reframed it as analysing the environmental conditions under which speaking occurs. I can see how contriving motivating operations makes mand training more meaningful, and why generalisation plans matter from the start…
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