EFFECT OF INTENSIVE TACT INSTRUCTION ON SPONTANEOUS VERBAL BEHAVIOR IN THREE CHILDREN WITH DEVELOPMENTAL DISABILITY
DOI:
https://doi.org/10.24193/subbpsyped.2018.1.05Keywords:
Intensive Tact Instruction, Tact, Mand, Disability, Verbal BehaviorAbstract
The present study is a partial replication of the intensive tact instruction tactic, in three students with developmental disability. The de-pendent variable was tacts emitted in Non Instructional Settings (NIS) prior and after the mastery of sets of 5 different stimuli. The NIS included the toy area of the classroom, lunchtime, and group activity. All probe sessions were conducted daily for a cumulative 15 minutes, 5 minutes in each NIS for three different days. Intensive tact instruction involved increasing the tact instructions to 100-tact learn units above the daily learn units students were receiving daily. The results showed a significant improvement of vocal verbal operants (tacts and mands) emitted by the students in natural environment.
Wirkung von intensiv Tact Anweisung auf spontanes Verbalverhalten bei drei Kindern mit Entwicklungsbehinderung. Die vorliegende Studie ist eine teilweise Replikation von “intensive tact Instruction Tactic”, in drei Studenten mit evolutionärer Behinderung. Die abhängige Variable war die Nummer von Tacts, die in unstrukturierten Kontexten vor und nach dem Erwerb von Sets 5 verschiedener Stimuli produziert werden. Die unstrukturierte Kontexte schlossen den Spielberich der Klasse, das Essen und Gruppenaktivitäten ein. Alle Probe-Sitzungen wurden täglich, für insgesamt 15 Minuten, 5 Minuten in jedem Kontext an 3 verschiedenen Tagen, durchgeführt. “Intensive Tact Instruction” umfasste die tägliche Zunahme von 100 Lernmöglichkeiten von “Tact” für jeden Schüler. Die Ergebnisse zeigen eine signifikante Zunahme der verbalen Stimmoperanten (Tacts und Mands), die die Schüler in natürlicher Umgebung produzierten.
Schlüsselwörter: Intensive Tact Instruction, Tact, Mand, Behinderung, Sprache
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