An evaluation of the impact of stimulus mode on acquisition, maintenance, and generalization of tacts of actions
Live models teach action words faster and keep the skill longer than pictures or videos for kids with autism.
01Research in Context
What this study did
Three kids with autism learned to name actions like 'jumping' or 'clapping'. The team compared three ways to show the action: real person, photo, or video.
They used an alternating-treatments design. Each child got all three modes across sessions. They tracked how fast kids mastered the labels and whether the skill lasted.
What they found
Every child learned the action words no matter how the action was shown. In-vivo modeling won anyway.
It needed fewer teaching sessions. It also gave better carry-over to new places and people weeks later.
How this fits with other research
Marzullo-Kerth et al. (2011) also saw strong generalization after video modeling, but their target was sharing, not tacts. The two studies line up: modeling plus reinforcement works for different skills.
Foti et al. (2015) and Cordeiro et al. (2021) show that tact training alone can build higher-order relations in neurotypical adults. Mandel et al. (2022) brings the same operant to kids with autism and adds the mode question.
Murphy et al. (2010) and Belisle et al. (2020) prove autistic learners can master derived mands and abstract relations. The new paper extends that line by asking not just 'Can they tact?' but 'What’s the fastest way to teach it?'
Why it matters
If you run tact programs, start with in-vivo models when possible. You may cut sessions and get stronger maintenance. When live demos aren’t practical, still use pictures or videos—kids will learn, just a bit slower. Track generalization probes so you know when to add real-life practice.
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02At a glance
03Original abstract
AbstractIndividuals 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.
Behavioral Interventions, 2022 · doi:10.1002/bin.1792