What is divergent multiple control? Divergent multiple control occurs when one variable affects the strength of two or more verbal responses. A single photograph might support “dog,” “brown,” “small,” a written description, and a question about ownership. Which response appears also depends on the audience, current question, motivation, prior words, and learning history. One observed response cannot reveal the whole potentially controlled repertoire.
One variable can strengthen a response set
Seeing a bicycle may strengthen “bike,” “red,” “two wheels,” “ride,” a signed label, or a typed comment. The nonverbal stimulus participates in control over several responses rather than mapping to only one word.
A verbal question can also have divergent effects. “Tell me about the trip” may strengthen responses about people, places, sequence, feelings, access, or events. The concept describes potential control, not a demand to produce every response.
Convergent control points the other direction
Divergent multiple control describes one variable affecting multiple responses. Convergent multiple control describes multiple variables affecting one response.
They often occur together. A picture may support several descriptions, while the question “What color?” and the audience add strength to one of them. The review The Multiple Control of Verbal Behavior explains how overlapping divergent and convergent relations can produce flexible, context-sensitive language.
Response availability differs from response emission
Only one response may occur even when several are strengthened. Competing responses, prior reinforcement, effort, audience history, and the conversation’s timing influence which response is emitted.
Repeatedly producing one response can suggest narrow control, a strong habit, a preferred form, or a testing artifact. It does not prove that other responses are absent. Ask the person and sample across useful contexts.
Divergent control is not random variability
Variation alone is insufficient. Different responses must relate to the identified variable through the person’s history. A list of unrelated guesses after a vague prompt may show weak stimulus control rather than useful divergence.
The relevant response class depends on the goal. For brainstorming, broad variation may matter. For an emergency exit sign, a stable safety response may be more valuable than many alternatives.
A fictional museum example
Priya wants to give flexible descriptions during her volunteer role at a small science museum. The team uses six unfamiliar exhibit photographs and asks one open prompt: “What could a visitor notice?” Speech, typing, and her symbol board all count.
Across six first presentations, Priya produces nine distinct relevant responses, with at least two relevant responses for 3 of 6 photographs. Across six later photographs after exemplar practice and response-form choices, she produces 17 distinct relevant responses, with at least two for 5 of 6.
These counts describe response diversity under two sets of stimuli. They do not show that training alone caused the difference because exhibits, familiarity, practice, and prompting histories differ.
Measurement needs a sampling rule
Define the stimulus, prompt, time window, relevant response boundary, repeated-response rule, and response forms. Report distinct relevant responses, total responses, repetitions, latency, prompts, and opportunities with no response.
A fixed short window may undercount someone who needs processing or AAC navigation time. An unlimited window can mix responses controlled by later conversation. Set the window with the person and describe it.
Teaching should build useful flexibility
Vary examples, contexts, partners, and questions while reinforcing more than one appropriate response. Offer response-form choices and avoid drilling a fixed list in a fixed order.
If the person gives the same answer repeatedly, check whether the prompt itself is too narrow, materials are repetitive, one response has a much stronger reinforcement history, or the listener fails to recognize alternatives. Changing partner behavior may be the most important intervention.
Safety and identity constrain goals
A flexible repertoire can support conversation, problem solving, repair, advocacy, and creative participation. It should not become pressure to perform socially, suppress scripting, replace AAC with speech, or abandon a preferred direct style.
Different languages and dialects may offer distinct response sets. Treat multilingual and culturally situated repertoires as strengths. Use interpreters or cultural consultation when the clinical team lacks the necessary competence.
The BACB outline gives a broad concept
The BACB Test Content Outline includes multiple control in verbal behavior. The outline is examination content and does not establish a divergent-control program, goal, or mastery threshold.
Clinical work requires assessment, client-informed goals, representative examples, direct data, procedural-integrity measures, and review of burden and benefit.
Questions for analysis
- What single variable defines the opportunity?
- Which response set is relevant to the goal?
- How are repeated and distinct responses counted?
- Is the observation window accessible?
- Do prompts or audience reactions narrow responding?
- Are new examples and communication forms included?
- Does greater variability improve something the person values?
Related terms
Sources
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