Brief report: effects of tact training on emergent intraverbal vocal responses in adolescents with autism.

Three teens with autism joined a short tact program.

They learned to name cartoon characters and each character’s favorite food.

No one ever asked them questions like “What does Bugs like to eat?”

After the tact lessons, all three teens answered the new questions without extra teaching.

The intraverbal replies popped up even though the team had only trained tacts.

Dixon et al. (2017) saw the same spark in younger kids.

They used PEAK-E match-to-sample and got emergent intraverbals too.

Tullis et al. (2022) also found new verbal answers, but they used instructive feedback during DTT.

Together the papers show multiple roads to the same place: untrained verbal relations.

Kisamore et al. (2016) looks like a contrast.

They had to run prompt delay plus extra fixes to teach intraverbals directly.

The difference is method.

Kisamore taught tough multiply-controlled questions.

Tassé et al. (2013) taught simple tacts and let emergence do the rest.

Before you write a separate intraverbal program, probe for emergent responses.

Run a quick cold-sheet after tact training.

If the learner already answers, you just saved hours of drill.