Generalization of Tacting Actions in Children With Autism

Abstract

This intervention compared the effects of two procedures on the generalization of a tacting repertoire (labeling) in 6 children with autism spectrum disorder. In one procedure the verbal antecedent stimulus "What is she doing?" appeared together with a person performing an action; in the other procedure, the antecedent stimulus was just the presence of the action. In initial tests, children emitted tacts only when the action was presented with the verbal antecedent. Thereafter, they learned to tact an action without the verbal antecedent and received tests to evaluate generalization to another action. Results indicated that in order to obtain generalization of tacting actions, it was necessary to learn to tact other actions without the verbal antecedent as well as learning to tact the action with the verbal antecedent. These findings have relevance for generalization of tacting actions from control by verbal antecedents to natural conditions and the production of spontaneous language.

Teaching Young Children With Social-Communication Delays to Label Actions Using Videos and Language Expansion Models

“…Also, some participants will generalize labels to novel stimuli (videos and pictures or photographs) and use language expansion targets without direct instruction. The results from this study align with past research showing that children with disabilities can learn to label actions using systematic instruction (i.e., peer, sibling, and adult modeling; Jones & Schwartz, 2004;Williams et al, 2006); however, this study expands the current literature by using a singleprompt strategy in natural contexts, assessing generalization across novel stimuli, and aligns with recommendations for direct instruction in preschool classrooms (Wolery & Hemmeter, 2011).…”

“…Examples of stimuli for instruction may include (a) live models of actions, (b) static pictures or photographs, and (c) video examples of actions. It is possible to teach multiple actions with in vivo instruction (e.g., Williams et al, 2006), but teaching certain actions may not be feasible for teachers in early childhood classrooms (e.g., person swimming). Thus, teachers may select a different medium for instruction (Welch & Pear, 1980).…”

The Effects of Single- Versus Multiple-Exemplar Training on Vocal Identification of Artists’ Styles

“…However, Williams et al (2006) demonstrated that stimulus generalization occurred after training with only one exemplar. In the current study, at least some stimulus generalization did occur following training with only one exemplar, and generalization often occurred to an equal extent as it did following MET.…”

“…Williams et al (2006) investigated the procedures of teaching tacts and assessed the conditions that would promote stimulus generalization. Participants were six children diagnosed with autism spectrum disorder.…”

Observing Tacting Increases Uninstructed Tacts in Children with Autism

“…More recently, Williams et al (2006) demonstrated that teaching children with autism to tact adult actions in the absence of cues (e.g., the teacher asking, "What is she doing?") resulted in increases in uninstructed tacts.…”