Interteach 5 Preparation Guide

1. Explain how verbal behavior differs from nonverbal behavior. Give an

example of behavior that is verbal and a behavior that is nonverbal according
to Skinner’s original definition.

Skinner defined verbal bx as bx reinforced through mediation of other persons and

those other persons must be responding in ways which have been conditioned.
An example of Skinner verbal bx
I want an apple
Using a communication device to say chips
Finger spelling water

Nonverbal bx according to skinner is not reliant on the speaker for reinforcement.

Micro expressions

Differences- verbal bx is not mechanical in nature, its responses are products of

reinforcement through interactions with the environment through a listener.
Nonverbal bx is mechanical and is a part of a single person, there is no relationship
with the listener.

2. Who benefits most from mands?

The speaker because their request would be fulfilled

The speakers request is controlled by an MO and this is the only verbal
operant that the speaker benefits from the behavior.

Some mands (concealed mands, softened mands, and mands with

deference/praise) are less direct than a pure mand. Why might an individual
emit these types of mands instead of a pure mand?

These types of mands don’t directly describes their reinforcer nor the corresponding
establishing operations, however they are required for a person to be successful
with social interactions. (the listener may be more inclined to get the speaker
what they want)
I smell a cookie
3. Classify the following operants as either mand, tact, transcription, copying
text, textual, echoic, intraverbal, or nonverbal. (Use the flow chart for
assistance).

A. Speaker sees printed word “Happy Halloween” and says “Happy

Halloween” (TEXTUAL)

B. The speaker sees a skeleton toy and says “creepy” (TACT)

C. The speaker hears the words, “resistance to change” and writes “resistance
to change” (TRANSCRIPTION)

D. Audience says, “What is Skinner’s first name?” and speaker says

“Burrhus” (INTRAVERBAL)

E. The speaker sees the word, “ghost” and signs (ASL) the word ghost.
(TEXTUAL)

F. Speaker sees the printed word “climate change” and says “global
warming”(TRANSCRIPTION)

G. Audience says, “delicious” and the speaker says “delicious” (ECHOIC)

H. Speaker hears the word “water” and finger spells “W-A-T-E-R”

(ECHOIC)

I. Speaker sees the word “water” and writes “water” (COPYING TEXT)
J. Speaker is hungry and says “I want a cookie” ( MAND)
 4. Give an example of a response under the control of multiple stimuli (hint:
make sure your example includes multiple antecedent stimuli and only one
response).

Convergent Multiple Control

I want the response “pencil”

 I could present a drawing pad and request a picture of a ball

with a reinforcer of an edible. (there is no pencil given)
(MAND)

 I could have a poster of the written word pencil in bright

colors on the wall behind me. (TEXTUAL)

 I could ask the student “what do you need” (INTRAVERBAL

5. What is rule-governed behavior? Describe a scenario in which the

respondent’s behavior is a result of a rule rather than an apparent operant
contingency.

 Rule governed behavior is behavior controlled by a rule.

 Is a behavior that is under the control of a rule, which

includes a verbal declaration of a specific three-term
contingency

 Rule specifies the contingencies for a response and can serve

as a response prompt and enable the use of effective
consequences even if delayed.
Scenario- When I go out for a bike ride, I look both ways before
crossing the street. I thankfully have never been hit by a car, none of
the family members I bike with have been hit by a car. I understand
the rule, look both ways or possibly get hit by a car and get seriously
injured or even die. I have no direct history with being hit by a car. I
understand the contingences for not looking both ways when crossing
the street on my bike. I want to avoid the punishment without having to
suffer trial and error occurrences.