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ORCID
https://orcid.org/0000-0003-3936-7742
Date of Graduation
Summer 2018
Document Type
Thesis
Degree Name
Master of Education (MEd)
Department
Department of Educational Foundations and Exceptionalities
Advisor(s)
Keri Bethune
Abstract
While there have been numerous studies on the effects of tact training, there is a limited amount of research on the effects of tact training on the emergence of intraverbal responses. The purpose of this study was to examine the effects of tact training on the acquisitions of intraverbals demonstrated through stimulus equivalence for students who have a diagnosis of autism spectrum disorder (ASD). The research attempted to answer the following questions: Was tact training an effective procedure to increase a student’s verbal repertoire; did tact training of both nouns and verbs increase emergence of noun-verb intraverbal combinations; did tacting of nouns, verbs, and noun-verb combinations generalize into the classroom with the teacher, and; did teacher(s) and/or paraprofessional(s) view the procedures acceptable and useful within the classroom? Two students with a diagnosis of autism were taught unknown nouns and verbs through tact training. Participants were taught both nouns and verbs using a constant time delay prompting procedure. Researcher examined the emergence of intraverbal responses demonstrated through stimulus equivalence. Probe trials were used to determine the effects of the intervention on the emergence of intraverbal responses demonstrated through stimulus equivalence.
Recommended Citation
Hassler, Elizabeth A., "The effects of tact training for students diagnosed with Autism: Will stimulus equivalence be demonstrated through the acquisition of intraverbal responses?" (2018). Masters Theses, 2010-2019. 541.
https://commons.lib.jmu.edu/master201019/541
