A comparison of intraverbal training procedures for children with autism.

Two boys with autism needed to answer "when" questions like "When do you eat lunch?"

The team tried three ways to teach the answers: echoic prompts plus error correction, tact prompts plus error correction, and cues-pause-point (CPP).

Each method was used in short turns across many lessons so the boys could show which one helped them most.

Echoic prompting with error correction won. The boys learned the fastest and stopped copying the prompt words.

Tact prompting worked, but slower.

CPP came in last. It taught little and the boys kept echoing the teacher’s words.

Kay et al. (2020) saw the same echoic-vs-tact race, but added a twist: the prompt you used last is the one that works fastest next. So rotate if you want both tools sharp.

ILee et al. (2022) and Hewett et al. (2024) show you can skip direct intraverbal drills. Listener training or tact training can make answers pop up without extra teaching. Tiffany’s study fills the gap when emergence does not happen and you need a direct prompt.

Connell et al. (2004) also cut echoic speech, but used computer games. Tiffany shows echoic prompting plus quick error correction can do the same during table work.

You now have a clear order: try echoic prompt with error correction first if the child is stuck on intraverbals. Drop cues-pause-point—it keeps echoic mimicry alive. If the child starts echoing, correct fast and the echo fades. Keep tact prompts in your pocket for variety, especially if you used echoic ones last session.