The effects of daily intensive tact instruction on the emission of pure mands and tacts in non-instructional settings by three preschool children with developmental delays.

Delgado, Jo Ann Pereira; Oblak, Mara

doi:10.1037/h0100381

Cited by 24 publications

(19 citation statements)

References 25 publications

(35 reference statements)

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“…Greer et al (cf. Greer et al, 2017) have identified at least three types of procedures that have been demonstrated to establish BiN in children who have not shown such skills prior to the intervention: (a) multiple-exemplar instruction (MEI; Fiorile & Greer, 2007), (b) the intensive tact protocol (ITP; Greer & Du, 2010;Pereira-Delgado & Oblak, 2007;Pistoljevic & Greer, 2006;Schauffler & Greer, 2006;Schmelzkopf, Singer-Dudek, & Du, 2017), and (c) conditioning stimuli as reinforcers for observing responses (Longano & Greer, 2015).…”

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confidence: 99%

The Emergence of Bidirectional Naming Through Sequential Operant Instruction Following the Establishment of Conditioned Social Reinforcers

Olaff

Holth

2020

Analysis Verbal Behav

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Bidirectional naming (BiN) is the integration of speaker and listener responses, reinforced by social consequences. Unfortunately, these consequences often do not function as reinforcers for behavior in children with autism. Accordingly, the repertoire of BiN is also often limited in these children. Previous research has suggested that so-called multiple-exemplar instruction, a rotation between different speaker and listener operants, may be necessary to establish BiN. The present experiment aimed to investigate whether sequential operant instruction might also work as a successful intervention to improve BiN skills after the establishment of standard social reinforcers. Standard social reinforcers were identified and established through an operant-discrimination training procedure in 4 participating children with an autism spectrum diagnosis. In the present experiment, all participants showed increased BiN after sequential operant instruction with conditioned social reinforcers contingent on relevant operants. Two of 4 participants acquired BiN skills. Moreover, the remaining 2 participants scored within the mastery criterion on listener responses, and 1 of them also met the criterion on the tact probes. Essential characteristics of an intervention, as well as the role of the echoic in the emission of BiN, are discussed.

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confidence: 99%

The Emergence of Bidirectional Naming Through Sequential Operant Instruction Following the Establishment of Conditioned Social Reinforcers

Olaff

Holth

2020

Analysis Verbal Behav

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“…Com a busca nas bases de dados, não foram encontrados estudos que utilizassem esse procedimento. Adicionalmente, os artigos citados como exemplos da efetividade do referido protocolo não avaliam diretamente a indução de BiN, mas sim, de forma geral, a emissão de operantes verbais, como tatos e mandos, de forma espontânea em contextos não instrucionais (Delgado & Oblak, 2007;Greer & Du, 2010;Pistoljevic & Greer, 2006;Schauffler & Greer, 2006;Schmelzkopf et al, 2017). Embora o ensino de tato tenha eficácia comprovada para a indução de Nomeação unidirecional de ouvinte, mais estudos são necessários para ampliar o conhecimento sobre as variáveis presentes no protocolo de tato intensivo e sua possível relação com a indução dos diferentes subtipos de BiN.…”

Section: Discussionunclassified

Uma Revisão Sistemática de Estudos Experimentais sobre Nomeação Bidirecional

Santos¹,

Souza²

2020

REBAC

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A Nomeação bidirecional (BiN) pode ser genericamente definida como uma relação comportamental bidirecional que integra as funções verbais de falante e ouvinte. Recentemente, uma nova proposta de classificação de BiN em diferentes subtipos foi apresentada por Hawkins, Gautreaux e Chiesa (2018). O presente estudo realizou uma revisão sistemática de estudos experimentais sobre BiN com objetivo de identificar e analisar o perfil dos participantes e, considerando a nova classificação, os subtipos de BiN que os estudos buscaram avaliar e os procedimentos de ensino utilizados, os procedimentos empregados para testar a emergência da BiN, e a BiN efetivamente avaliada. Utilizando o termo ‘Naming’, foi realizada uma busca nas bases de dados PubMed, Wiley e Web of Science. Após a aplicação dos critérios de inclusão/exclusão, 29 artigos foram selecionados para análise. Observou-se que 16 estudos foram realizados com participantes com desenvolvimento atípico, e que a maioria utilizou (1) ensino de emparelhamento ao modelo por identidade com tato do estímulo modelo pelo experimentador (IDMTS+tato) e testes de tato e ouvinte na avaliação de Nomeação unidirecional de falante, considerando a análise dos efeitos do ensino de IDMTS+tato nos testes; e (2) ‘ensino por múltiplos exemplares’ (MEI) como procedimentos de indução de Nomeação unidirecional de falante. Discute-se a necessidade de estudos que avaliem de forma mais precisa os efeitos de diferentes procedimentos (ex. MEI, ‘observação de pareamento de estímulos’) na indução dos demais subtipos de BiN.Palavras-chave: nomeação bidirecional, falante, ouvinte, revisão sistemática.

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“…Discrete trial training (DTT) is a behavior analytic instructional procedure that has been shown to foster acquisition of tacts by children with an ASD and other developmental delays (e.g., Delgado & Oblak, 2007; LaLonde, 2020; Partington et al., 1994). However, most previous studies evaluating acquisition of tacts have focused on tacts of static stimuli (e.g., nouns) and few studies assessed acquisition of tacts of dynamic stimuli (e.g., actions) (Schebell et al., 2017).…”

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confidence: 99%

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

Mandel

Cividini‐Motta

Schram

2021

Behavioral Interventions

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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.

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The effects of daily intensive tact instruction on the emission of pure mands and tacts in non-instructional settings by three preschool children with developmental delays.

Cited by 24 publications

References 25 publications

The Emergence of Bidirectional Naming Through Sequential Operant Instruction Following the Establishment of Conditioned Social Reinforcers

The Emergence of Bidirectional Naming Through Sequential Operant Instruction Following the Establishment of Conditioned Social Reinforcers

Uma Revisão Sistemática de Estudos Experimentais sobre Nomeação Bidirecional

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

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