The effects of intensive tact instruction on three verbal operants in non-instructional settings for two children with autism.

2009 ◽  
Vol 3 (2-3) ◽  
pp. 173-184 ◽  
Author(s):  
Helena Lydon ◽  
Olive Healy ◽  
Geraldine Leader ◽  
Dolleen-Day Keohane
Keyword(s):  
Children With Autism ◽  
Verbal Operants ◽  
Instructional Settings ◽  
Tact Instruction

A Structured Intervention to Increase Response Allocation to Instructional Settings for Children with Autism Spectrum Disorder

2019 ◽  
Vol 29 (4) ◽  
pp. 699-716
Author(s):  
Tom Cariveau ◽  
M. Alice Shillingsburg ◽  
Arwa Alamoudi ◽  
Taylor Thompson ◽  
Brittany Bartlett ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Response Allocation ◽  
Structured Intervention ◽  
Instructional Settings

Teaching complex verbal operants to children with autism and establishing generalization using the peak curriculum

2017 ◽  
Vol 50 (2) ◽  
pp. 317-331 ◽  
Author(s):  
Mark R. Dixon ◽  
Jacqueline Peach ◽  
Jacob H. Daar ◽  
Cindy Penrod
Keyword(s):  
Children With Autism ◽  
Verbal Operants

scholarly journals An Abbreviated Evaluation of the Efficiency of Listener and Tact Instruction for Children with Autism

2017 ◽  
Vol 10 (2) ◽  
pp. 131-144 ◽  
Author(s):  
Sarah E. Frampton ◽  
Hannah C. Robinson ◽  
Daniel E. Conine ◽  
Caitlin H. Delfs
Keyword(s):  
Children With Autism ◽  
Tact Instruction

scholarly journals Tact instruction for children with autism spectrum disorder: A review

2021 ◽  
Vol 6 ◽  
pp. 239694152199901
Author(s):  
MY Savana Bak ◽  
Ana D Dueñas ◽  
Sarah M Avendaño ◽  
Ariel C Graham ◽  
Tavon Stanley
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Functional Language ◽  
Verbal Operants ◽  
Children With Asd ◽  
High Effect ◽  
Research Questions

Tacts facilitate social interaction, and a strong tact repertoire can lead to the development of other verbal operants. For children with autism spectrum disorder (ASD), the development of a tact repertoire can reduce stereotypical and repetitive language and increase social communication, as functional language may reduce the amount of stereotypical vocal behavior that children engage in. However, teaching tact repertoires to children with ASD that maintain and generalize is difficult. The current study reviewed tact interventions for children with ASD from 2000 to 2019 to provide an overview of current tact interventions, their effectiveness, and the inclusion of intervention components that may promote maintenance and generalization of learned tacts in children with ASD. Fifty-one studies were included in the review. Of the studies that met criteria for effect size calculations 87.18% of the interventions showed excellent or high effect. Although many of the studies focused more on stimulus control to answer specific research questions, some studies implemented intervention components and procedures that could promote acquisition and generalization of learned tacts in children with ASD. We discuss implications and the need to increase research regarding tact intervention components that can increase generalization in children with ASD.

scholarly journals Promoting Speech Development in Children with Autism Spectrum Disorder: A Case-Study

2016 ◽  
Vol 21 (3) ◽  
pp. 67-76
Author(s):  
O.N. Pervushina ◽  
A.N. Trubitsyna ◽  
N.G. Kondratyeva ◽  
E.N. Pliskovskaya
Keyword(s):  
Autism Spectrum Disorder ◽  
Behavioral Interventions ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Speech Development ◽  
Spectrum Disorder ◽  
State University ◽  
Verbal Operants ◽  
Verbal Behaviors

The paper describes a series of behavioral interventions carried out by the staff of the interdisciplinary Center of Applied Behavioral Analysis of the Novosibirsk State University and aimed at teaching verbal operants to children with autism spectrum disorder (ASD). The paper analyzes how the children acquire verbal behaviors of mands (demands), echoics (imitations), tacts (naming or labelling) and intraverbals (conversations), as well as provides descriptions of trainings.

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