ArticleJournal of applied behavior analysis2012
The effects of the question "What is this?" on tact-training outcomes of children with autism.
Article in Journal of applied behavior analysis, 2012. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
5 citing papers in PubMed.
- A Treatment Evaluation of Successive and Simultaneous Visual Stimulus Presentation During Tact Training with Children with Autism.The Analysis of verbal behavior · 2023Article
- An Evaluation of Two Tact-Training Procedures on Acquired Tacts and Tacting During Play.The Analysis of verbal behavior · 2020Article
- Establishing Consumer Protections for Research in Human Service Agencies.Behavior analysis in practice · 2018Article
- Empirical Application of Skinner's Verbal Behavior to Interventions for Children with Autism: A Review.The Analysis of verbal behavior · 2017Article
- Tact instruction for children with autism spectrum disorder: A review.Autism & developmental language impairmentsReview
Corrections and comments
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Tact training is a common element of many habilitative programs for individuals with developmental disabilities. A commonly recommended practice is to include a supplemental question (e.g., "What is this?") during training trials for tacts of objects. However, the supplemental question is not a defining feature of the tact relation, and prior research suggests that its inclusion might sometimes impede tact acquisition. The present study compared tact training with and without the supplemental question in terms of acquisition and maintenance. Two of 4 children with autism acquired tacts more efficiently in the object-only condition; the remaining 2 children acquired tacts more efficiently in the object + question condition. During maintenance tests in the absence of the supplemental question, all participants emitted tacts at end-of-training levels across conditions with no differential effect observed between training conditions.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.