Conditions for Establishing Functional and Generalized Tacts in Children with Autism

Abstract

Examined conditions for establishing functional and generalized tacts in 2 children with autism. Still and motion pictures and real motions were used as sample stimuli. The children were required to walk to a sample stimulus, observe it, walk back and tact it verbally to a listener, using an appropriate "subject, particle, object, verb" sentence. In Exp 1, appropriate verbal behavior was established, and generalization between the other's motion and self-motion emerged. In Exp 2, a naming response that specified the listener and got the listener's attention was established and incorporated into the tact behavior chain. A spontaneous response of using the names of both well-known and novel listeners was observed. In Exp 3, generalization to an everyday life situation was assessed in the children's classroom. Results indicate that the spontaneous use of others' names and appropriate tact responses occurred when cues that specified the listener were presented. (PsycINFO Database Record (c) 2016 APA, all rights reserved)