Our philosophy is that every child can learn, and if they are not learning, we need to employ a new intervention

Verbal Behavior Analysis is a subfield of the science of behavior that was first described in a 1957 text by B.F. Skinner called Verbal Behavior Analysis.

According to Skinner, language is broken into parts, consisting of requests, labels, imitations, and conversational responses. Each part is defined by it’s objective. This means that when a child says the word “cookie” there are different reasons why he may do so. He may be asking for a cookie, telling you that he sees a cookie, or simply repeating the word after hearing you say it. When a child says “cookie” we may ask ourselves, what is he trying to accomplish? The answer to this question gives us a clue to the behavioral deficits and creates an appropriate and effective plan.

Through awareness, and by outlining the various parts of language, we are able to observe and measure our children’s vocalizations and clearly define their abilities to communicate effectively. It allows us to use positive reinforcement and gives us the necessary tools needed to show meaningful progress. This is how Verbal Behavior Analysis makes use of the principles of Behavior Analysis to teach children to communicate their wants and needs, to talk about their experiences, and to sequence events. It is how we teach children to express their feelings and to talk about their lives.