When developing a verbal behavior program, strategies should be chosen that are appropriate to the client’s abilities and current needs. According to more general information, it is worth distinguishing two approaches – natural environment training and discrete trial training, or NET and DTT, respectively (Sundberg & Michael, 2001). Both are scientifically valid and can be applied to influence verbal operants and presentations effectively.
In the case of the structured and systematic DTT approach, it is worth noting that it aligns best with intensive and rigorous process control. Thus, the method is more effective in terms of tactual and echoic verbal operants and is more applicable in the early stages of language development (Anwar et al., 2022). Therefore, during a session, the therapist can provide a specific stimulus to induce the client to make a purposeful response, for example, by showing an object and asking the client to name it. The method is practical when learning new verbal operants or building a solid foundation for complex skills.
The naturalistic nature of the NET strategy is more evident in the client’s daily rotation environment. Thus, it is suitable for those who have already undergone interaction with DTT or require generalization of knowledge at a higher level of interaction. Therefore, the most appropriate operants, in this case, are listener responding, intraverbals, and, potentially, mand (Sundberg & Michael, 2001). It is applicable when there are opportunities to communicate in the client’s current activity, emphasizing or intervening in an ongoing process. Accordingly, generalization facilitates the practice of language skills in natural contexts.
In a verbal behavior program, the best tactics would be to alternate phases of methods and apply strategies in an integrated manner. Initially, a structured DTT phase manifests and consolidates verbal operant mands, echoics, and tacts. Controlled stimuli can help elicit correct responses and facilitate progression to the NET step, utilizing previously learned skills in a natural setting. These stages should be followed by a generalization step in which the client’s abilities are reinforced and confirmed.
Each phase is part of a single global repetition cycle, and data should be collected to evaluate the process and adjust training, thereby describing and representing a typical training session. It may begin with establishing an understanding and relationship between a subject and its name, followed by active interaction with these subjects through the client’s initiative. While monitoring errors and performance, paying attention to and focusing on weaknesses is possible.
References
Anwar, A., Sutadi, R., & Miranda, C. (2022). Development of Discrete Trial Training (DTT) procedure in Smart Applied Behavior Analysis (Smart ABA) for autism. Journal of Psychology and Behavior Studies, 2(1), 63–44.
Sundberg, M. L., & Michael, J. (2001). The benefits of Skinner’s analysis of verbal behavior for children with autism. Behavior Modification, 25(5), 698–724.