ABA Fundamentals

Using Concealed Public Accompaniments to Teach Individuals to Tact Intensity.

Rajagopal et al. (2025) · The Analysis of verbal behavior 2025
★ The Verdict

You can teach accurate intensity reports for private sensations by pairing them with concealed public stimuli—no need to rely on vague descriptors.

✓ Read this if BCBAs teaching pain, pressure, or sensory reporting to teens or adults in clinic or day-program settings.
✗ Skip if Clinicians working only on early mand training or preschool vocabulary.

01Research in Context

01

What this study did

Sandhya and team worked with three adults. None had autism or other labels noted.

The goal was simple: teach them to say how strong a touch felt on a 1-5 scale.

Trainers gave a light, medium, or hard squeeze to each person’s finger. At the same time, a hidden device squeezed the trainer’s finger at the same force. The adult saw the trainer’s finger move, but not the device. This hidden match is called a “concealed public accompaniment.” After many pairings, the trainers faded their cue until the adult could label the intensity alone.

02

What they found

All three adults learned to call the squeeze “1,” “3,” or “5” with almost no errors.

When new spots like the wrist or shoulder were touched, or when a new “2” or “4” force appeared, they still gave the right number. The skill stuck without more teaching.

03

How this fits with other research

Cortez et al. (2020) and May et al. (2016) also used multiple-baseline designs to teach tacts, but they taught foreign words to preschoolers. The new study shows the same plan works for grown-ups and for private body feelings, not just pictures.

Rosenthal et al. (1980) warned that tacts taught in one setting rarely jump to new cues unless you train them. Here, intensity labels did jump to new body parts and untaught forces. The difference: Sandhya paired every private feeling with a public sign, then faded it. That extra step may explain the easy transfer.

Schroeder et al. (2014) urged clinicians to test if the opposite relation emerges after tact training. Future work could check if these adults can now pick the right squeeze when they hear “Show me a 3,” completing the circle.

04

Why it matters

Clients who can’t describe pain or pressure often get hurt or go under-medicated. This method gives you a road map: pair the hidden feeling with a visible event, fade the event, and keep the label. You can start Monday by squeezing a client’s hand while letting them see a sponge ball compress at the same force, then ask for a number. In a few short sessions you may have a reliable pain scale that travels to new places on the body.

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→ Action — try this Monday

Pick one sensory level, pair each client feeling with a visible squeeze on a stress ball, and ask for a 1-5 number until the public cue can fade.

02At a glance

Intervention
verbal behavior intervention
Design
multiple baseline across behaviors
Population
not specified
Finding
positive

03Original abstract

Healthcare professionals frequently ask individuals to use numerical rating scales to rate their pain intensity, yet individuals often find it challenging to accurately report sensations. The present study explored the efficacy of procedures to teach adults to report the intensity of tactile sensations-rough, heavy, and temperature (hot/cold)-on a numerical rating scale within a multiple baseline design across stimulus sets. The participants felt the stimuli, which were concealed from the participants' view, by inserting their hands into a stimulus box. The participants mastered the taught intensity tacts and generalized the tacts to novel body parts. One participant also generalized tacts to untaught intensities, and the other participant generalized responding to novel stimuli, untaught intensities, and untaught intensities in novel stimulus sets. These findings are discussed in the context of Skinner's analysis of how humans learn to talk about private events.

The Analysis of verbal behavior, 2025 · doi:10.1523/JNEUROSCI.21-17-06905.2001