The effects of daily tact instruction on the emission of pure mands, tacts and conversational units in non-instructional settings by two preschool children with autism

Abstract

This study examined the effects of daily intensive tact instruction on the emission of verbal operants in non-instructional settings by two preschool aged children with autism. A delayed multiple probe design across participants was used to assess the effects of intensive tact instruction on the number of pure tacts, mands and, conversational units emitted in three non-instructional settings. Daily tact instruction included 100 tact learn units presented above the participants daily instruction. Five categories of tacts were selected for intensive instruction and were presented as sets of two- dimensional stimuli. Probe sessions of 15 minutes each were conducted as pre- and post- tests following mastery of each set of tacts. Results demonstrated a functional relationship between daily intensive tact instruction and increases in the number of pure tacts emitted in non-instructional settings.