Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

ORCID

https://orcid.org/0000-0003-3936-7742

Date of Award

Summer 2018

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Department of Educational Foundations and Exceptionalities

Advisor(s)

Dr. 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.

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