Language is one of the most powerful tools children can develop. It allows them to share their needs, connect with others, and make sense of the world around them. For children with autism or other developmental delays, building communication skills is often a primary focus in Applied Behavior Analysis (ABA) therapy. 

Within ABA, different types of verbal skills are taught step by step. One of the most important of these skills is called intraverbals.

Intraverbals may not be a term you hear every day, but they play a huge role in your child’s ability to hold conversations, answer questions, and participate in daily interactions. Let’s take a closer look at what intraverbals are, why they matter, and how they’re taught in ABA therapy.

What Are Intraverbals in ABA?

In simple terms, intraverbals are verbal responses that happen because of someone else’s words. They are not prompted by objects, actions, or physical items around us, but rather by language.

For example:

• If someone asks, “What’s your favorite color?” and your child replies, “Red,” that’s an intraverbal.
• If you say, “Twinkle, twinkle, little…” and your child answers, “Star,” that’s an intraverbal too.

This is different from other verbal operants:

• Mands: requests (e.g., asking for juice when thirsty).
• Tacts: labeling something in the environment (e.g., pointing to a dog and saying “dog”).
• Echoics: repeating what someone else says.

Intraverbals go a step further. They allow children to use language in back-and-forth exchanges without needing visual or physical cues.

Why Are Intraverbals Important?

Intraverbals are the building blocks of conversation. Without them, a child may be able to label objects or make requests, but they will struggle to:

• Answer questions from teachers or peers.
• Share their thoughts in group discussions.
• Carry on natural conversations.
• Engage in social play and storytelling.

Strong intraverbal skills also support academic learning. Think about how often a teacher asks questions in class whether it’s, “What is 2 + 2?” or “Who was the first president?” Answering these requires intraverbal abilities.

In everyday life, intraverbals make it possible to:

• Talk about past or future events.
• Express personal preferences.
• Respond in socially appropriate ways.
• Build relationships with friends and family.

For many children in ABA, learning intraverbals is a turning point that helps them become more independent and socially connected.

How Intraverbals Are Taught in ABA Therapy

Maryland ABA therapists use structured strategies to help children develop intraverbal skills. Teaching typically moves from simple to more complex responses:

1. Fill-in-the-blank exercises
2. Song and rhyme completion
3. Simple questions
4. Wh- questions and open-ended prompts

To make learning successful, therapists often use:

• Prompts: giving hints or partial answers to guide the child.
• Reinforcement: praising or rewarding correct responses.
• Fading techniques: gradually reducing support until the child can answer independently.
• Natural environment teaching: practicing intraverbals in real-life settings, like mealtime or playtime.

This step-by-step approach ensures that children don’t just memorize answers but learn how to use language flexibly and meaningfully.

Examples of Intraverbal Skills

Here are some practical examples you may see during therapy:

• Early stage:
  • Therapist: “One, two, three…” Child: “Four.”
• Intermediate:
  • Parent: “What do you wear on your feet?” Child: “Shoes.”
• Advanced:
  • Teacher: “Why do we wear coats in the winter?” Child: “Because it’s cold.”

These examples show how intraverbals grow in complexity as a child’s skills develop.

Challenges Children May Face

Some children may find intraverbals difficult, especially if they:

• Have limited vocabulary.
• Struggle with abstract or open-ended questions.
• Experience anxiety when put on the spot.
• Have trouble generalizing skills across settings (e.g., answering at home vs. in school).

These challenges are normal, and therapists work closely with families to help children overcome them gradually.

How Parents Can Support Intraverbal Development at Home

Parents play a key role in strengthening intraverbals outside of therapy. Here are some simple strategies:

• Ask daily questions: “What did you eat for lunch?” or “Who did you play with today?”
• Play fill-in-the-blank games: With songs, rhymes, or stories.
• Encourage storytelling: Ask your child to describe what happened in their favorite show or book.
• Use “wh” questions: Who, what, when, where, and why questions promote deeper responses.
• Model answers: If your child struggles, show them how to respond and then let them try again.

These small, everyday interactions reinforce what your child is learning in ABA therapy.

Role of Maryland ABA Therapists

ABA therapists in Maryland carefully design individualized programs for each child. They collect data on responses, adjust teaching strategies as needed, and collaborate with parents to ensure progress continues at home and school. 

By focusing on intraverbals, therapists are not just teaching words; they are opening the door to meaningful conversations and relationships.

Conclusion

Intraverbals may sound like a technical term, but at their heart, they’re simply about helping children talk with others in natural, everyday ways. They allow children to answer questions, share their ideas, and connect socially. All critical parts of communication.

With the structured support of ABA therapy in Maryland and reinforcement at home, children can build these skills step by step. Over time, intraverbals help transform isolated language into rich, back-and-forth conversations that make relationships and learning possible.