언어행동(Verbal Behavior)개요: 원리, 연구동향과 적용

발달장애 아동들이 보이는 가장 의미심장한 특성 중 하나가 언어와 의사소통 장애이기에, 언어행동은 자폐증을 포함한 발달장애 아동들의 많은 언어적 문제를 설명하고 중재할 수 있는 가능성을 갖고 있다. 그렇지만 언어행동분석은 여전히 초보적 단계에서 머물고 있고, 앞으로 많은 작업이 필요한 영역이다. 본 논문에서는 언어는 학습된 행동이기에 응용행동분석의 기초를 형성하는 동일한 기초 행동원리가 언어행동에도 적용될 수 있다는 가정 하에서 각 언어적 작동행동들의 구조를 분석하였고, 이에 대한 적절한 중재방안을 제시하였다, 또한 이제 대한 연구물에 들에 대한 질적 분석을 시행함과 동시에 여타 중재안과의 비교조사도 실시하여 결과를 도출하였다. 마지막 부분에서는 언어부재 자폐스펙트럼장애 아동들에 대해서 보완대체언어 중재를 통한 언어작동을 실행할 수 있는 교수 방안을 제시하였다.

Skinner (1957) proposed that language is learned behavior, and that the same basic principles of behavior that constitute the foundation of applied behavior analysis apply to verbal behavior. In this perspective, it can be true that humans acquire their ability to talk much in the same way that they learn nonverbal behaviors (reaching, grasping, crawling, etc.). This aspect can verify that the most significant socially significant aspects of human behavior involve verbal behavior. Language acquisition, social interaction, understanding, thinking, perception, and religion are all directly relevant to verbal behavior (Cooper, Heron, & Heward, 2007, p. 527). Therefore, one of the most significant characteristics of children with developmental disabilities is language and communication challenges. Verbal behavior holds promise for explaining and addressing many language problems of children with developmental disabilities including autism. This study has the purpose to suggest scientific and rational interventions for all verbal operants based on functional analysis and multiple control of elementary verbal behavior in several functions of echoic, tact, mand, interverbal, receptive, etc. This study analyzed publication trends and future expectations on verbal behavior and finally made several implications and suggestions at the end of this study in terms of assessment, intervention, and verbal behavior for AAC users. For AAC users, this study provided several strategies to support their learning verbal behavior operants. People with severe speech or language problems rely on AAC to supplement existing speech or replace speech that is not functional. Special augmentative aids, such as picture and symbol communication boards and electronic devices can help children express themselves.