The effects of tact training on the emergence of categorization and listener behavior in children with autism

2013 ◽  
Vol 46 (3) ◽  
pp. 669-673 ◽  
Author(s):  
Caio F. Miguel ◽  
Vissy V. Kobari-Wright
Keyword(s):  
Children With Autism ◽  
Listener Behavior ◽  
Tact Training

scholarly journals Emergent Intraverbal and Reverse Intraverbal Behavior Following Listener Training in Children with Autism Spectrum Disorder

2022 ◽  
Author(s):  
Inger Karin Almås ◽  
Dean P. Smith ◽  
Sigmund Eldevik ◽  
Svein Eikeseth
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Multiple Baseline ◽  
Future Research ◽  
Baseline Design ◽  
Listener Behavior ◽  
Intraverbal Behavior ◽  
Listener Training

AbstractWe evaluated whether intraverbal and reverse intraverbal behavior emerged following listener training in children with autism spectrum disorder (ASD). Six participants were each taught three sets of three “when?” questions in listener training. A multiple baseline design across behaviors (stimulus sets) was used to assess the effects of listener training. Results showed that intraverbal behavior emerged following listener training for five out of six participants. One participant received additional listener training and intraverbal training before intraverbal behavior emerged. Furthermore, reverse intraverbal responding occurred across all three sets of questions for three of the six participants. Establishing listener behavior may be a pathway for emergent intraverbal and reverse intraverbal responding in children with ASD. Future research could examine what skill repertoire may facilitate such transfer.

The effects of listener and tact training on the emergence of intraverbals among children with autism.

2020 ◽  
Author(s):  
Daniel E. Conine ◽  
Timothy R. Vollmer ◽  
Cynthia M. Dela Rosa ◽  
Crystal M. Slanzi
Keyword(s):  
Children With Autism ◽  
Tact Training

scholarly journals Evaluating the use of programmed reinforcement in a correction procedure with children diagnosed with autism

2019 ◽  
Vol 32 (1) ◽  
Author(s):  
Ana Carolina Cabral Carneiro ◽  
Eileen Pfeiffer Flores ◽  
Romariz da Silva Barros ◽  
Carlos Barbosa Alves de Souza
Keyword(s):  
Applied Behavior Analysis ◽  
Children With Autism ◽  
Student Response ◽  
Training Procedure ◽  
Correction Procedure ◽  
Active Response ◽  
Response Correction ◽  
Active Student Response ◽  
Prompt Dependence ◽  
Tact Training

Abstract Background Procedures that reduce errors while learning a repertoire play an important role in Applied Behavior Analysis for people with autism due to the detrimental effects that excessive exposure to error may have on learning. Previous studies have investigated the effects of correction procedures that require active student response after a trial with error. Some intervention manuals recommend against reinforcing responses after correction to prevent the establishment of prompt dependence. This study directly investigated the effect of reinforcement after an active-response correction procedure during tact training in four children with autism. An echoic-to-tact training procedure was used to train tacts. A “no reinforcement after correction” (NRC) condition was compared to a “reinforcement after correction” (RC) condition, using an adapted alternated treatments design. Results All participants needed less correction trials in RC than in NRC, and considering all 26 sessions in which both training procedures were implemented, participants’ performance was higher with RC than without in 17 sessions and was the same in 3 sessions. Conclusions We discuss the effectiveness of reinforcing correct responding after an active-response correction procedure, the absence of prompt dependence, and the implications of better correction procedures for applied settings.

Using multiple‐tact training to produce emergent visual categorization in children with autism

2020 ◽  
Vol 53 (3) ◽  
pp. 1768-1779
Author(s):  
Daniela M. Ribeiro ◽  
Caio F. Miguel
Keyword(s):  
Children With Autism ◽  
Visual Categorization ◽  
Tact Training

scholarly journals THE EFFECTS OF THE QUESTION “WHAT IS THIS?” ON TACT-TRAINING OUTCOMES OF CHILDREN WITH AUTISM

2012 ◽  
Vol 45 (3) ◽  
pp. 539-547 ◽  
Author(s):  
Nancy V Marchese ◽  
James E Carr ◽  
Linda A LeBlanc ◽  
Tiffany C Rosati ◽  
Samantha A Conroy
Keyword(s):  
Children With Autism ◽  
Training Outcomes ◽  
Tact Training

scholarly journals The Effects of Tact Training on Stereotypic Vocalizations in Children With Autism

2012 ◽  
Vol 28 (1) ◽  
pp. 101-110 ◽  
Author(s):  
Erin M. Guzinski ◽  
Traci M. Cihon ◽  
John Eshleman
Keyword(s):  
Children With Autism ◽  
Tact Training

scholarly journals A comparison of stimulus set size on tact training for children with autism spectrum disorder

2019 ◽  
Author(s):  
Tiffany Kodak ◽  
Mary Halbur ◽  
Samantha Bergmann ◽  
Dayna R. Costello ◽  
Brittany Benitez ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Set Size ◽  
Stimulus Set ◽  
Tact Training

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

2010 ◽  
Vol 20 (2) ◽  
pp. 42-50 ◽  
Author(s):  
Laura W. Plexico ◽  
Julie E. Cleary ◽  
Ashlynn McAlpine ◽  
Allison M. Plumb
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Descriptive Study ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Young Children With Autism ◽  
Spectrum Disorders ◽  
Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

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