2659 – The alternating only-tact training and mand-tact training in the acquisition of tacts in a child with mental retardation

Abstract

Introduction:The studies of Carroll e Hesse (1987) and the studies of Arntzen e Almas (2002) demonstrate the effectiveness of mand-tact training rather than only tact training on the expansion of the tact repertoire in groups of children with developmental disabilities.Objectives:The authors want to show the effectiveness of mand-tact training rather than only tact training on the expansion of the tact repertoire in a child with moderate mental retardation.Method:In the present work, we conducted an assessment pre-training in which the baseline data of the tact in the child's repertorie was collected, with an assessment choice preference to identify the reinforcers to use in the training. in the training, sessions only-tact training and sessions mand-tact training are alternated, according to the principles and procedures of Applied Behavior Analysis (ABA).Results:The results obtained show that the mand-tact training is more effective than the only-tact training in the rapid acquisition of tacts.Conclusions:The mand contingiences represent a facilitation in the acquisition of the tact repertoire.

Referent-Based Instruction to Strengthen the Verbal Behavior of Early Learners with Autism and Related Language Disorders

“…Carroll and Hesse (1987) found that typically developing preschoolers required fewer trials, on average, to condition responding in the presence of nonverbal stimuli using a mand-tact condition when compared to a tact-only condition. Similar results were found by both Arntzen and Almås (2002) and Luccherino and Scali (2013), who replicated Carroll and Hesse's (1987) procedures using participants with developmental disabilities. Kodak and Clements (2009) further extended this line of research by examining the effects of echoic prompts.…”

“…As described by Mason and Andrews (2014), RBI is a treatment package that combines both natural environment training (NET) and frequency building to strengthen verbal behavior. RBI emphasizes the transfer of stimulus control across the verbal operants within the context of shaping novel responses.…”

“…To address the issue of standards and individualization, Mason and Andrews (2014) recommended looking across learning channels for performance aims that are already within the learner's repertoire. For example, many children with ASD show disproportionate levels of stimulus control over their verbal behavior.…”

“…A common language profile might show that the child can label and copy at twice the strength of requesting, along with little to no conversing. Mason and Andrews (2014) described a model of conditioning verbal behavior called referent-based instruction (RBI) that focuses on bringing each of four primary verbal operants under proportionate stimulus control.…”

“…What distinguishes RBI from other applied verbal behavior programs is its focus on the transfer of stimulus control across verbal operants. Mason and Andrews (2014) demonstrated the effects of RBI on a small sample of children, using the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP; Sundberg, 2008) as the primary outcome measure. The present study extends the utility of RBI by examining its effect on conditioning proportionate stimulus control over the verbal behavior of 49 children diagnosed with, or at risk of, ASD.…”