The effect of naming training on the appearance of listener responses in children with autism spectrum disorder

The purpose of the current study was to evaluate the effects of tact training on the emergence of listener behavior (receptive labeling) using a pre-post treatment design across subjects, for four children with Autism Spectrum Disorder. Before tact training began, all participants were exposed to baseline probes of their ability to receptively label (non-verbal responding) a five-stimulus set. During tact training sessions, participants learned to accurately tact (expressive labeling) five novel stimuli, (i.e. participants were unable to expressively nor receptively label these stimuli). Then we assessed whether participants could accurately responded non-verbally (i.e. receptively label) to the same five stimulus set. After Tact training, all participants accurately selected (i.e. touch, gave, and point to) the correct stimulus when asked to do so. The results suggest that tact training may be an efficient way to produce appropriate listener behavior in children diagnosed with autism without direct training, in other words, expressive before receptive protocol may be superior for receptive before expressive, further research should be done to explore more on this topic. Key words: Tact, listener responding, autism, receptive

This aims to determine whether naming training is an effective measure to increase the expressive language of the student, and does naming training lead to an increase in the student's emergence of a non-verbal response?

The researcher relied on previous studies, scientific literature and the VB-MAPP Verbal Behavior Program guide to assess language and social skills.. The results indicated that naming training may be an effective way to produce appropriate behavior and responses from the listener in children with autism spectrum.

The researcher recommended a number of recommendations, most notably: the importance of potential generalization when training in any skill and before moving on to training a new skill.