An examination of observational learning using Skinner's taxonomy of verbal behavior

Abstract

Learning by observing others allows individuals to emit novel skills without directly contacting contingencies. Previous research on teaching skills necessary to emit observational learning (OL) responses are promising but an analysis using Skinner's taxonomy of verbal behavior is lacking. The purpose of the present study was to address the limitations of previous research by conceptualizing OL using Skinner's taxonomy of verbal behavior. After teaching one child diagnosed with autism spectrum disorder to emit a chain of vocal verbal responses, she correctly tacted previously unknown pictures after observing a model tacts a nonverbal stimulus. Future research should continue to analyze OL using Skinner's taxonomy of verbal behavior as it may lead, not only to a more parsimonious and conceptually systematic analysis, but allow practitioners to be more effective in designing procedures to teach this repertoire.