Using the textbooks and other scholarly sources to help guide you, provide an original example of each of the following elementary verbal operants in your response, along with an illustration of when you might want to focus on changing this behavior within an individual: (a) the mand; (b) the tact; (c) the echoic; (d) the intraverbal; and (e) the transcription relation. Discuss any individual, practical, ethical, or social validity concerns that may apply.

Reading and Resources
Read Chapter 25 from the Cooper et al. (2007) text.
Read the following articles from the Library:
Bondy, A., Esch, B. E., Esch, J. W., & Sundberg, M. (2010). Questions on verbal behavior and its application to individuals with autism: An interview with the experts. The Behavior Analyst Today, 11(3), 186–205.
Cornelius Habarad, S. M. (2015). The power of the mand: Utilizing the mand repertoire to decrease problem
behavior. Behavioral Development Bulletin, 20(2), 158–162
Rivard, M., & Forget, J. (2012). Verbal behavior in young children with autism spectrum disorders at the onset of an early behavioral intervention program. Psychological Record, 62(2). 165–186.

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The verbal operants include mand, tact, echoic, intraverbal and transcription relations all of which are considered key in training autistic individuals various verbal behaviors using the Applied Behavioural Analysis (ABA) (Sundberg, 2007). Verbal operants are referred to as the language units, which serve different functions. Mand, as one of the verbal operant, is a form of verbal behavior controlled by satiation, deprivation, motivation operations and controlling history (Cornelius Habarad, 2015). An excellent example of this verbal operant is where one asks for water when he/she is water deprived, (thirsty). Thirsty, which is a mand, will act as the driving force toward the behavior of asking for water....

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