Effects of Intensive Tact Instruction on Development of Speaker and Listener Naming Responses in Preschoolers with Language Delays and Developmental Disabilities

The present study tested effects of Intensive Tact Instruction on development of Naming capabilities in preschoolers with language delays and developmental delays. Naming defines as a capability which enable children learn to point as a listener response or learn to tact as speaker response without direct instruction history. We call these responses as a listener Naming or speaker Naming. During the baseline phase, listener Naming capability and speaker Naming capability were probed with Set 1, Set 2, Set 3. All of the participants showed some listener Naming responses. showed lower level of responses as speaker Naming Participant C and Participant E didn’t show speaker Naming and the others showed lower level of speaker Naming responses. During the Intensive Tact Instruction, 86 tact instruction trials were provided in addtion to regular daily instruction trials using 5 stimulus sets, Set 4, Set 5, Set 6, Set 7, Set 8. The Instruction completed when participants reached to preset criterion. Post intevention Naming probe were conducted using the same stimulus sets, Set 1, Set 2, Set 3 as the one used during the baseline probes. Listener Naming responses and speaker Naming responses were imporved significantly in Participant A, Participant B, Participant D. Speaker Naming capabilities were emerged In Participant C and Participant E with the intervention. All of the participants showed some generalized Naming responses with two novel sets of stimuli. The results were discussed in terms of emergences of Naming and prerequisite responses required for implementation of the intensive tact Instruction procedure.