Most of us learned in graduate school that it is essential to be able to speak two languages. We need to be able to speak the technological and scientific language of applied behavior analysis, but we also need to be able to talk like humans. You need scientific talk for precise communication and to structure problem solving. You need talk like a human to work with people.
BCBAs should never tell a parent,
“The first step in teaching him to mand is to capture or contrive the relevant motivating operation.”
We say something like this instead:
“The first step in getting him to ask for things he wants is to create a situation where he obviously really wants something. For example, what if you take his favorite toy and keep it in sight, but on a high shelf where he can’t reach it?”
Although that seems obvious, it isn’t always easy to switch your language back and forth depending on your current audience. But at least we understand that we should when it comes to technological and scientific language.
Sometimes, language that sounds human-friendly is actually scientific. For example, why are there so many kids with initial referral paperwork that says that the child does not engage in problem behaviors, but then when we meet the child, there are an enormous number of problem behaviors?
I suspect it is because unless the child engages in dangerous self-injurious behaviors or aggression, parents often don’t perceive their child has having “problem behaviors.” Problem behaviors just sounds awful. Instead of asking about “problem behavior,” I might ask questions like,
“What does your child already do that you would like him to do more?”
“What does he do that you would like him to do less?”
Old school.
It is easy to become lazy and callous with our language. Thinking through how to say things in a way that will build rapport and understanding potentially has big benefits.