G11 Use Skinner's Analysis to Teach Verbal Behavior Part 4 Flashcards
A student smells something. To describe it to her teacher who is already attending to her, the student needs to know
How to tact
One strategy for reducing the interfering effect of an EO for an item being tacted is to
Use a lesser quality sample of the object
You arrived at a pure tact when
Only the object or picture alone occasions the tact.
Tacting
Results in generalized reinforcement for describing objects and events
If conducting tact training using words that the individual uses as mands,
You want a strong EO in place for generalized reinforcement rather than the item.
You do not want a strong EO for the item to be in place at this time.
Stimulus control would be acquired by the reinforcing item and shared with a statement such as, “What’s this?”
Fade out the reinforcing item as quickly as possible.
One strategy for reducing the interfering effect of an EO for an item being tacted is to
Use pictures instead of the actual object.
Allow the student to play with/consume the item/ food before the training session.
Tacting is a prerequisite for
Developing complex verbal responses
One strategy for fading echoic prompts during tact training is to
Delay the prompt
If you use words/objects for tact training other than those the student mands, use
Words or objects that are not associated with aversive events.
Words the student could easily say if the student is vocal.
The actual objects for most students, rather than pictures.
Tacting is probably necessary for
Having interesting conversation, such as talking about what you did today.
Tacts are generally taught after acquiring
5 to 10 mands and some echoics and imitation behavior.
To fade echoic prompts during tact training,
Fade the volume of the prompt.
Delay the prompt.
Say only the first syllable.
