The Analysis of Verbal Behavior

, Volume 30, Issue 1, pp 62–68

Observing Tacting Increases Uninstructed Tacts in Children with Autism

  • Luis Antonio Pérez-González
  • Ana Pastor
  • José Julio Carnerero
Brief Report

DOI: 10.1007/s40616-013-0003-6

Cite this article as:
Pérez-González, L.A., Pastor, A. & Carnerero, J.J. Analysis Verbal Behav (2014) 30: 62. doi:10.1007/s40616-013-0003-6

Abstract

The effects of observing an adult emitting tacts on children’s rate of uninstructed (i.e., “spontaneous”) tacts were examined in three children diagnosed with autism. Each participant was exposed to two conditions in four settings each: in condition 1, participants received 20 trials of teacher-initiated interactions in which the child was asked to tact 20 objects during 5 min. Condition 2 was identical to condition 1 except that the teacher also tacted 20 objects interspersed with the 20 tact trials. The number of uninstructed tacts was recorded in both conditions. Children emitted between 1.58 and 2.68 times more uninstructed tacts in condition 2 than in condition 1. These results indicate that teachers’ emission of tacts increases the emission of uninstructed tacts in children with autism.

Keywords

Tacts Uninstructed tacts Modeling Language observing Spontaneous speech Induction Autism 

Copyright information

© Association for Behavior Analysis International 2014

Authors and Affiliations

  • Luis Antonio Pérez-González
    • 1
    • 2
  • Ana Pastor
    • 2
  • José Julio Carnerero
    • 1
    • 2
  1. 1.Department of PsychologyUniversity of OviedoOviedoSpain
  2. 2.Centro Al-MudarïsCórdobaSpain

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