Verbal Behavior and SAFMEDS: Applying Skinner's Analysis to Fluency Building
SAFMEDS is fundamentally a verbal behavior training system. When you practice SAFMEDS, you're training yourself to emit verbal responses under specific stimulus control—rapidly, accurately, and automatically.
Understanding B.F. Skinner's analysis of verbal behavior illuminates why SAFMEDS works and how to optimize your practice. The verbal operants aren't just content to study; they're the mechanism through which SAFMEDS operates.
What Is Verbal Behavior?
Skinner's Definition
Skinner defined verbal behavior as behavior that is reinforced through the mediation of another person's behavior. Unlike other behaviors that directly affect the physical environment, verbal behavior works by affecting a listener who then mediates reinforcement.
Examples:
Why Does This Matter for SAFMEDS?
SAFMEDS trains verbal behavior—specifically, it develops fluent verbal responses to printed stimuli. Understanding the verbal operants helps you:
The Primary Verbal Operants
Mand
Definition: A verbal operant in which the response is reinforced by a specific consequence and is under functional control of relevant motivating operations.
In simpler terms: Asking for what you want.
| Feature | Description |
|---|---|
| Antecedent | Motivating operation (want/need) |
| Response | Verbal request |
| Consequence | Specific to the request |
| Function | Access to specific reinforcer |
Examples:
In SAFMEDS: Mands aren't directly trained by typical SAFMEDS. However, wanting to perform well (MO) drives the behavior of practicing.
Tact
Definition: A verbal operant in which a response of a given form is evoked by a particular object, event, or property and is reinforced by generalized conditioned reinforcement.
In simpler terms: Naming or labeling.
| Feature | Description |
|---|---|
| Antecedent | Non-verbal stimulus (object, event, property) |
| Response | Verbal label |
| Consequence | Generalized reinforcement ("Yes," "Correct") |
| Function | Contact with reinforcement for accurate labeling |
Examples:
In SAFMEDS: Tact training occurs when the card shows a picture or description and you name it:
Intraverbal
Definition: A verbal operant in which a verbal stimulus evokes a verbal response that has no point-to-point correspondence with the verbal stimulus.
In simpler terms: Answering questions, completing phrases, conversational responses.
| Feature | Description |
|---|---|
| Antecedent | Verbal stimulus (question, phrase) |
| Response | Verbal response (not echoing the stimulus) |
| Consequence | Generalized reinforcement |
| Function | Fill-in, respond, converse |
Examples:
In SAFMEDS: Most SAFMEDS practice is intraverbal training:
Echoic
Definition: A verbal operant in which the response has point-to-point correspondence and formal similarity with the verbal stimulus.
In simpler terms: Repeating what you hear.
| Feature | Description |
|---|---|
| Antecedent | Verbal stimulus (spoken) |
| Response | Verbal response (matching) |
| Consequence | Generalized reinforcement |
| Function | Imitation of speech |
In SAFMEDS: Not typically involved in standard SAFMEDS practice, though pronunciation of new terms may involve echoic-like processes.
Textual
Definition: A verbal operant in which a verbal response is evoked by a written or printed stimulus and has point-to-point correspondence with the stimulus.
In simpler terms: Reading aloud.
| Feature | Description |
|---|---|
| Antecedent | Printed text |
| Response | Vocal response (reading the text) |
| Consequence | Generalized reinforcement |
| Function | Translating print to speech |
In SAFMEDS: Textual behavior occurs when reading the card:
The reading of the stimulus is textual; the definition you provide is intraverbal.
SAFMEDS as Intraverbal Training
The Intraverbal Network
Most academic knowledge consists of intraverbal relations—connections between verbal stimuli and verbal responses without point-to-point correspondence.
Examples of intraverbal relations:
SAFMEDS systematically builds these intraverbal networks through repeated practice until responses become automatic.
Building Strong Intraverbal Control
For fluent intraverbal responding:
SAFMEDS achieves all four through:
Intraverbal Chains
Complex knowledge involves chained intraverbals:
Example chain:
SAFMEDS can train each link, and the connections form through practice and application.
Verbal Behavior Terminology for SAFMEDS Decks
Essential Terms to Master
If you're studying ABA, verbal behavior terminology belongs in your SAFMEDS deck:
Primary verbal operants:
| Card Front | Card Back |
|---|---|
| Define: Mand | Verbal behavior reinforced by specific consequence, under MO control |
| Define: Tact | Verbal behavior evoked by non-verbal stimulus, reinforced by generalized reinforcement |
| Define: Intraverbal | Verbal behavior evoked by verbal stimulus, no point-to-point correspondence |
| Define: Echoic | Verbal behavior with point-to-point correspondence to auditory verbal stimulus |
| Define: Textual | Verbal behavior evoked by printed stimulus, point-to-point correspondence |
Related concepts:
| Card Front | Card Back |
|---|---|
| Define: Verbal behavior (Skinner) | Behavior reinforced through the mediation of another person |
| What establishes mand strength? | Motivating operations |
| What maintains tact behavior? | Generalized conditioned reinforcement |
| Antecedent for intraverbal | Verbal stimulus |
Identification Cards
Beyond definitions, practice identification:
| Card Front | Card Back |
|---|---|
| Child says "cookie" while reaching for cookie jar | Mand |
| Therapist asks "What's this?" Child says "ball" | Tact |
| Therapist asks "What do you eat?" Child says "food" | Intraverbal |
| Child repeats "Say ball" by saying "ball" | Echoic |
| Child reads "EXIT" sign aloud | Textual |
How Understanding Verbal Behavior Improves SAFMEDS
Principle 1: Match Response Type to Learning Goal
Different verbal operants serve different functions:
| If Your Goal Is... | Train This Operant |
|---|---|
| Labeling real-world objects/events | Tact |
| Answering test questions | Intraverbal |
| Conversational fluency | Intraverbal |
| Reading fluency | Textual |
| Technical vocabulary | Intraverbal (definitions) + Tact (applications) |
Most exam preparation involves intraverbal training—standard SAFMEDS format.
Principle 2: Establish Proper Stimulus Control
Problems in learning often involve faulty stimulus control:
Problem: Card says "positive reinforcement" but you're not sure if it wants definition, example, or comparison.
Solution: Make stimulus clearer: "Define: Positive reinforcement"
Problem: You can say the definition but can't identify it in scenarios.
Solution: Add tact-training cards: [Scenario description] → "Positive reinforcement"
Principle 3: Build Multiple Response Forms
Fluent knowledge means responding correctly under multiple stimulus conditions:
| Stimulus Variation | Expected Response |
|---|---|
| "Define reinforcement" | Definition |
| [Scenario showing reinforcement] | "That's reinforcement" |
| "What increases behavior?" | "Reinforcement" |
| "Give an example of reinforcement" | Example |
Create cards that train all relevant response forms.
Principle 4: Develop Intraverbal Bidirectionality
Strong knowledge is bidirectional:
| Direction | Example |
|---|---|
| Term → Definition | "Reinforcement" → "Increases behavior..." |
| Definition → Term | "What increases behavior?" → "Reinforcement" |
If you only train one direction, you may struggle when the other is required. Include both directions in your deck.
Pro Tip
Verbal Behavior in Clinical SAFMEDS Applications
For ABA Practitioners
If you work with clients on verbal behavior:
Build fluency on:
Sample clinical fluency cards:
For Understanding Your Own Learning
Recognize what's happening as you practice:
When you read the card front: Textual behavior
When you say the answer: Intraverbal behavior
When you check your answer: Verification (±reinforcement)
When you feel satisfied with correct answer: Conditioned reinforcement
When you practice daily: Behavior under schedule control
Advanced: Multiple Control and Private Events
Multiple Control
Verbal behavior is often under multiple sources of control simultaneously:
Example in SAFMEDS:
When you see "Define: Reinforcement," your response is controlled by:
Multiple control explains why:
Private Events
Skinner's analysis includes private events—internal stimuli that can control verbal behavior:
During SAFMEDS practice, attending to these private events helps:
Common Mistakes from a Verbal Behavior Perspective
Mistake 1: Training Recognition, Not Production
Problem: Seeing the answer and thinking "Yes, I knew that"
Analysis: This is listener behavior, not speaker behavior. You need to produce the response, not just recognize it.
Fix: Always attempt the answer before checking.
Mistake 2: Ignoring Stimulus Specificity
Problem: Card says "Reinforcement" without specifying what response is expected.
Analysis: Ambiguous stimulus control leads to variable, unreliable responding.
Fix: Specify: "Define: Reinforcement" or "Types of reinforcement"
Mistake 3: Training Only One Response Form
Problem: You can define but not identify; or identify but not define.
Analysis: Different verbal operants, each requiring separate training.
Fix: Create cards for multiple response forms.
Mistake 4: Not Verifying Response Accuracy
Problem: Saying something close and moving on.
Analysis: Inaccurate responses become strengthened.
Fix: Check against the answer; correct yourself if wrong.
Conclusion
SAFMEDS is verbal behavior training. When you practice, you're building intraverbal fluency—the ability to rapidly emit verbal responses under control of verbal stimuli.
Understanding Skinner's verbal operants helps you:
Whether you're studying verbal behavior for an exam or using it to teach clients, the principles apply to your own learning process. You are both the student and the subject—building verbal repertoires through systematic practice.
Every timing is an opportunity to strengthen intraverbal relations. Every correct response is a reinforced instance. Every fluent performance demonstrates the product of behavioral learning principles applied to your own behavior.
Build verbal fluency with TAFMEDS—train the intraverbals that power your professional knowledge.
