The objective would be the expansion of the vocabulary using itself of adjectives, verbs here, etc. (using figures). Other models of intervention of the TEA based on the estimated ones behavioristas are the Early and Intensive Behavioral Intervention (precocious and intensive mannering Intervention – EIBI) considered by Lovaas in 1987 and the VB approach (Analysis of the Verbal Behavior – VBA) based in the work of Skinner of 1957. Carr and Firth (2005) point in its article some similarities and differences between these models. As much the EIBI how much the VBA emphasizes the importance to plan carefully organized environments of training, including a variety of item and activities readily accessible and preferred to be set free contingently to a correct performance.
Another important similarity between the two models is that both teach to behaviors expressivos/de the falante and receptivos/de the listener. Also, both the models emphasize the necessity of the precocious intervention and the importance of if facilitating specific and frequent daily chances of training. Finally, both the models use a format of trainings of discrete attempts (DTT? discrete-trial training) for the presentation of instructions and consequncias. In model VBA, the DTT it is used together with Ensinar in Natural Environment (NET? Natural Environment Training). Two main differences between the VBA and the EIBI are in the use of the NET and the theoretical structure Skinneriana to guide the language training: In accordance with Sundberg and Partington (1998), the primary function of the NET is to continue the motivacionais training of language in the presence of the stimulatons and 0 variable that must eventually control and keep the verbal behavior of the customer. Additionally, the NET has as white the generalization of acquired answers and variations of these answers through a variety of captured and planned appropriate conditions of stimulaton. Particularly in the case of the trainings of control, this strategy allows to the emphasis given for Skinner in antecedents and operative consequences of specific, in set with current estabelecedoras operations, to guide the trainings of functional classrooms of verbal behavior (Shafer, 1994).