An evaluation of the impact of stimulus mode on acquisition, maintenance, and generalization of tacts of actions

Abstract

Individuals with an autism spectrum disorder or communication delay may experience deficits in tacting. Furthermore, children, with and without language impairments, acquire tacts of objects earlier than tacts of actions, suggesting that tacts of actions may be more difficult to learn (e.g., Sheng & McGregor, 2010). One variable that may impact acquisition of tacts of actions is the type of stimulus (e.g., picture of the action; video of the action) used during training. This study compared acquisition of tacts of actions taught using pictures, videos, and in vivo models. Data were also collected on generalization and maintenance of the acquired tacts as well as participant preference towards the stimulus mode used during tact training. All three participants acquired all tacts, independent of the stimulus mode used during training. However, tacts of actions taught using an in vivo model were acquired in fewer sessions and had greater generalization and maintenance outcomes. In addition, preference for a specific stimulus mode was idiosyncratic across participants.

A review of the concurrent‐chains arrangement to assess intervention choice: 2018–2023

“…In four of these studies, a preference could not be established for at least one participant due to responses being allocated across multiple initial links. That is, there was no consistent selection of the same stimulus (Bergmann et al, 2023; Galizio et al, 2020; Lozy et al, 2020; Mandel et al, 2022). Two of these studies indicated a lack of a control condition as a limitation (i.e., Bergmann et al, 2023; Galizio et al, 2020).…”

An Interprofessional Graduate Student and Family Coaching Program in Naturalistic Communication Techniques

“…Video models first developed To provide a motivating environment for the child participants, preferred materials (e.g., toys, sensory items, art activities) were identified using the Reinforcer Assessment for Individuals with Severe Disability (RAISD; Fisher et al, 1996). This parent interview tool has been used to establish preferred stimuli for young children with ASD in intervention research Mandel et al, 2022). After preferred items were established, two unique targeted sets of materials were created for each child-one set for the child to use in student clinician-led sessions and one set for parent-led sessions.…”