February 21 , 2016
Written by Maximus Peperkamp, M.S. Verbal Engineer
Dear Reader,
In Beyond Freedom
and Dignity (1971, p. 207) Skinner writes “The human species has probably not
undergone much genetic change in recorded time. We only have to go back a
thousand generations to reach the artists of the caves of Lascaux.” It wasn’t
until about that time (17,000 before present) that our vocal cords are believed
to have come under functional control of our environment. These Upper Paleolithic works
of art which depict primarily large animals and typical local and contemporary
fauna that corresponds with the fossil record were found in 1940. It is believed these depictions of hunting scenes and animals led to
the development of language.
Preceded by eons
of time in which humans were only capable of producing and responding to sound,
the development of language is a relatively recent event in evolutionary
history. However, “We have seen what
happens when a child grows up in an impoverished environment (p. 207); language
couldn’t occur if our environment didn’t stimulate us to have it.” Thus, unless
autism is viewed as a contingency-based disorder of verbal behavior, we have no
options of treating it. What is missing in the environment of the autistic due
to which language learning doesn’t occur? We know unequivocally that
improvements can be made by making a behavioral analysis.
By tracing back,
identifying and manipulating the environmental variables of which autistic
behavior is a function, we can increase a person’s verbal behavior and decrease
the maladaptive behavior which happens instead. Although we have behaviorism to back
up such interventions, what is still missing is an understanding of the
autistic’s response to the sound of the person who teaches him or her.
Evolutionary
speaking only one of two responses are possible: either the child responds to threat or it responds to safety. In other words, there occurs Sound Verbal Behavior
(SVB), in which the speaker effects the listener with an appetitive contingency or Noxious Verbal Behavior (NVB), in which the speaker effects the listener
with an aversive contingency. The high rates
of NVB and the low rates of SVB of the parents and the teachers are hypothesized to
cause and maintain autistic behavior! Conversely, an increase of SVB and a decrease of
NVB is believed to increase language acquisition. Verbal reports of those who work with autistic
children consistently validated this view.