Throughout a child’s development through the VB curriculum, the fundamental communication skills described earlier are maintained and built upon. “Manding” becomes more sophisticated as the learner is taught to use increasingly complex sentence structures in their requests. Children begin to learn how to ask questions so that they can actively seek out information for themselves (for example, “Where are my shoes?”, “Why are you leaving?” etc). Motor and vocal imitation skills also continue to be developed to assist the child in learning through observation. Play and Leisure skills are built upon as the learner’s understanding of rules such as turn-taking, winning, and losing are taught. At the more advanced end of the VB curriculum, children start using their vocabulary to engage in conversation. Learners are taught to respond to the questions and comments of others, often having to recall past events. This “operant” is called the “Intraverbal”. Throughout the VB curriculum, the emphasis lies on developing those skills which are functional to the learner. If a skill is not going to be used by the learner, there is simply no point in spending the time teaching it. While functional communication teaching is central to this, specific attention is also paid to other, equally important functional skill areas. Developing any deficits in the learner’s motor capabilities (physical strength and coordination) and self-help skills (toileting, washing, eating, and dressing) is important, to improve their ability to function independently in the community. For the more advanced learner, academic skills are taught, as a means of gradually preparing them for a school environment. Academic skills are not taught to the early learner – there are more important, functional skills for learners of limited development or ability to be taught. Social skills are also developed in order that the child understands the verbal and non-verbal rules involved in developing relationships with others.