Intervention for tact as reporting in children with autism

Nozomi Naoi, Kumiko Yokoyama, Jun ichi Yamamoto

Research output: Contribution to journalArticlepeer-review

10 Citations (Scopus)


Many children with autism have severe difficulty in 'reporting' on events at schools to mothers at home despite their ability to tact some objects and actions in discrete trial setting. Many studies have attempted to establish tact as labeling in children with autism. Few studies, however, have attempted to establish tact as a functional communication skill. The conditions under which children with autism acquired tact regarding objects and events that are remote in time and space from the listener was investigated in three children with autism. A multiple-baseline design was implemented to evaluate intervention effects. Animated cartoons or still pictures were used as stimuli and the children were required to walk to see a stimulus, observe it, walk back to an adult listener, and tact what they had seen. In the baseline condition, no participants were able to sufficiently tact after moving 1-m from the stimulus. Then tacting was trained using vocal prompts. Through this procedure, all children acquired tact for untrained events that were remote in time and space from their mothers.

Original languageEnglish
Pages (from-to)174-184
Number of pages11
JournalResearch in Autism Spectrum Disorders
Issue number2
Publication statusPublished - 2007 Apr


  • Children with autism
  • Reporting
  • Tact
  • Verbal behavior

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Clinical Psychology
  • Psychiatry and Mental health


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