Teaching Tacts of Tactile Stimuli to Children With Autism Spectrum Disorder

Abstract

There is limited research on teaching non-visual tacts (e.g., auditory, olfactory, tactile) to children with autism spectrum disorder. In the current study, children diagnosed with autism spectrum disorder were taught to tact tactile stimuli in a compound condition (i.e., tactile stimuli presented with visual cues), with probes in an isolated condition (i.e., tactile stimuli presented without visual cues) in a multiple probe design across sets. Results showed that the compound teaching condition was effective in teaching tacts of tactile stimuli for all three participants. Additionally, generalization occurred during the isolated probes for all three participants. This study contributes to the literature on teaching tacts of non-visual stimuli to children with autism spectrum disorder.