Generalization of tacting actions in children with autism.
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.
Williams
Gladys
G
Applied Behavioral Consultant Services Inc., 66 Regency Circle, Englewood, New Jersey 07631, USA. gladyswilliams2003@hotmail.com
Carnerero
José Julio
JJ
Pérez-González
Luis Antonio
LA
D001321:Autistic Disorder / Q000523:psychology*; D002648:Child; D002653:Child Behavior Disorders / Q000209:etiology* / Q000628:therapy*; D002663:Child Language; D002675:Child, Preschool; D005260:Female; D005793:Generalization, Psychological; D006801:Humans; D008297:Male; D009633:Nonverbal Communication; D010775:Photic Stimulation