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This study explores the efficacy of mand for information (MFI) training in individuals with autism, with a particular focus on the extension of this training to non‐native English speakers and the promotion of generalization across various contexts. The "What is this?" MFI was taught to four native Turkish‐speaking participants under various establishing operations (EOs). Notably, these MFIs were effectively embedded within tact training trials and delivered in a language other than English, thereby extending the research on MFI to a different language. Furthermore, the generalization of the MFIs was observed as participants maintained their proficiency across individuals, settings, and novel stimuli. Social validity data confirmed the acceptability of MFI training among parents, highlighting its potential to enhance communication skills. Follow‐up assessments were conducted 4 weeks post‐training indicating maintenance of the MFIs. [ABSTRACT FROM AUTHOR]

The purpose of this study was to replicate previous research that examined the effects of tact and listener instruction on the emergence of bidirectional intraverbals, and to extend this research line to include teaching a foreign language to students with autism spectrum disorders (ASD) via telehealth. The study participants were four Chinese native primary school‐aged students. An adaptive alternative treatment design was used to compare the effects of tact and listener instruction on bidirectional intraverbals, and pre‐probe and post‐probe data demonstrated that both forms of instruction led to bidirectional intraverbal relations, with tact instruction being relatively more effective. Maintenance and social validity were assessed for all participants, and booster instructions were provided as needed. The results were discussed in the context of inclusive education and improving foreign language instruction for students with special needs. [ABSTRACT FROM AUTHOR]

This study, uniquely designed with tact and mand‐modeling procedures presented through the Conjoint Behavioral Consultation (CBC) method, aims to evaluate the effects on the communication skills of preschool children with autism spectrum disorder (ASD) and the impact on disruptive behaviors (tantrums) at home. A pilot study with the families of three participants informed the adaptations for the main study, which was implemented with the families of nine participants. The research was conducted using an Embedded Mixed Methods Design, a distinctive approach that allowed for a comprehensive understanding of the outcomes. The primary research design was a single‐subject research model with multiple probes across participants' designs, ensuring a thorough and individualized assessment. The study was carried out in both home and clinical settings, involving the participation of special education teachers and families. The findings indicate that the tact and mand‐modeling procedures presented through the CBC method significantly improved the children's communication skills and led to substantial reductions in tantrum behaviors. All families indicated that the dependent variables held significant social importance. Significant enhancements were noted in the children's communication skills and social engagements after the intervention. The CBC intervention was determined to be feasible and feasible for families, with no additional expenses accrued. The long‐term suitability and usefulness of the product in many environments increased its societal acceptance. This study revealed that the CBC approach had a favorable and reliable effect on academic and behavioral advancement. [ABSTRACT FROM AUTHOR]

Copyright of Acta Comportamentalia is the property of Instituto de Psicologia y Educacion de la Universidad Veracruzana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of the study was to evaluate the effects of tact and match-to-sample instructions on the increase and maintenance of intraverbal responses to subcategorical questions (i.e., naming multiple items in a subcategory of a category). Three Chinese children on the autism spectrum (2 boys, 1 girl, aged 6–8 years old) participated in this study. Results indicated that intraverbal responses to subcategorical questions emerged or increased for most subcategories for all three participants following the completion of instruction without direct training. [ABSTRACT FROM AUTHOR]

This paper examines the challenge of mediating theory and practice in pedagogy, specifically focusing on the critical importance of educational tact as a mediator between the two. It first defines the role of pedagogical tact, underlining its significance as a vital skill for professionals. It also explores the qualities of teachers who embrace diversity and foster intercultural understanding, which is essential and crucial in our increasingly globalized world. Moreover, it underscores the unique role of pedagogical tact in haptic research, a field of growing significance in the digital age. Haptic research involving the sense of touch is pivotal in advancing digital technologies such as artificial intelligence. The paper concludes that modernizing pedagogical tact can forge a comprehensive learning environment that addresses the needs of the times. [ABSTRACT FROM AUTHOR]

In recent years, reflection on pedagogical tact has made a comeback in the international debate. Tact is a fundamental disposition of the educator, albeit one that is scarcely addressed in the training of teachers and educators. The question is whether it is possible to treat this pedagogical propensity as a teachable habit, and to what extent. Here we propose that tact can be understood as a teachable frame of mind of the educator by analysing tactlessness. In other words, in order to become a tactful teacher, one has to pass through situations in which tact is not enacted, because the absence of tact – as Adorno proposes in his dialectical-negative perspective – becomes a condition for soliciting doubts about one's educational action, metareflexive rethinking and finally tactful responses. [ABSTRACT FROM AUTHOR]

In a replication of Daly and K. Dounavi (2020), the researchers evaluated the effect of foreign tact and bidirectional intraverbal teaching on the emergence of untaught relations. Three university students learned three stimulus sets through three types of teaching: native‐foreign intraverbal teaching (vocalizing Spanish words that refer to a Japanese textual stimulus), foreign‐native intraverbal teaching (reversed relation of native‐foreign condition), and foreign‐tact teaching (tacting a picture in Spanish). The researchers used an adapted alternating‐treatments design to assess the differential effect of each teaching condition on the emergence of untaught relations in a foreign language and collected data on response maintenance. The results replicated previous findings that native‐foreign intraverbal and foreign‐tact teachings were more effective than foreign‐native intraverbal teaching despite previous reporting that the maintenance outcomes may be a result of carryover effects. [ABSTRACT FROM AUTHOR]

Abstract Background Neuropsychiatric disorders significantly burden individuals and society, necessitating the exploration of innovative treatment approaches. Non-invasive brain stimulation techniques have emerged as promising interventions for these disorders, offering potential therapeutic benefits with minimal side effects. This narrative review provides a comprehensive overview of non-invasive brain stimulation techniques' current applications and future directions in managing neuropsychiatric disorders. Methods A thorough search of relevant literature was conducted to identify studies investigating non-invasive brain stimulation techniques in neuropsychiatric disorders. The selected studies were critically reviewed, and their findings were synthesised to provide a comprehensive overview of the current state of knowledge in the field. Results The review highlights the current applications of non-invasive brain stimulation techniques in neuropsychiatric disorders, including major depressive disorder, Parkinson's disease, schizophrenia, insomnia, and cognitive impairments. It presents evidence supporting the efficacy of these techniques in modulating brain activity, alleviating symptoms, and enhancing cognitive functions. Furthermore, the review addresses challenges such as interindividual variability, optimal target site selection, and standardisation of protocols. It also discusses potential future directions, including exploring novel target sites, personalised stimulation protocols, integrating with other treatment modalities, and identifying biomarkers for treatment response. Conclusion Non-invasive brain stimulation techniques offer promising avenues for managing neuropsychiatric disorders. Further research is necessary to optimise stimulation protocols, establish standardised guidelines, and identify biomarkers for treatment response. The findings underscore the potential of non-invasive brain stimulation techniques as valuable additions to the armamentarium of neuropsychiatric treatments.

Background: Neuropsychiatric disorders significantly burden individuals and society, necessitating the exploration of innovative treatment approaches. Non-invasive brain stimulation techniques have emerged as promising interventions for these disorders, offering potential therapeutic benefits with minimal side effects. This narrative review provides a comprehensive overview of non-invasive brain stimulation techniques' current applications and future directions in managing neuropsychiatric disorders. Methods: A thorough search of relevant literature was conducted to identify studies investigating non-invasive brain stimulation techniques in neuropsychiatric disorders. The selected studies were critically reviewed, and their findings were synthesised to provide a comprehensive overview of the current state of knowledge in the field. Results: The review highlights the current applications of non-invasive brain stimulation techniques in neuropsychiatric disorders, including major depressive disorder, Parkinson's disease, schizophrenia, insomnia, and cognitive impairments. It presents evidence supporting the efficacy of these techniques in modulating brain activity, alleviating symptoms, and enhancing cognitive functions. Furthermore, the review addresses challenges such as interindividual variability, optimal target site selection, and standardisation of protocols. It also discusses potential future directions, including exploring novel target sites, personalised stimulation protocols, integrating with other treatment modalities, and identifying biomarkers for treatment response. Conclusion: Non-invasive brain stimulation techniques offer promising avenues for managing neuropsychiatric disorders. Further research is necessary to optimise stimulation protocols, establish standardised guidelines, and identify biomarkers for treatment response. The findings underscore the potential of non-invasive brain stimulation techniques as valuable additions to the armamentarium of neuropsychiatric treatments. [ABSTRACT FROM AUTHOR]

Copyright of Acta Comportamentalia is the property of Instituto de Psicologia y Educacion de la Universidad Veracruzana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article discusses the results of a survey underlying a reconstruction of ideas about tact and tactlessness in Russian communicative culture. The author considers the concept of tact to be a communicative strategy within the cate­gory of politeness that is closely related to native speakers' notion about the boundaries of private space. Thus, tact is defined as a communicative strategy driven by the speaker's desire to avoid infringing on the private space of their interlocutor. Moreover, ideas about the boundaries of private space and tact are among the most significant elements in describing a national communicative culture. This study focuses on the tactless question as a typical way of violating private space boundaries. The survey questionnaire was based on interviewee behaviour observations, with one interviewee labelling the interviewer's questions tactless or indecent. It was established that the presence of an immediate addressee and a mass audience sets the parameters for eval­uating public statements in terms of their acceptability or face-threatening potential. This study aims to analyse the informants' assessment of 'tactless' questions proposed in the questionnaire as regards their appropriateness in public communication. The survey re­sults are divided into the following thematic blocks corresponding to communication risk zones: age, family and marriage, religion and sex. The quantitative findings provide infor­ma­tion on the social norms intuitively classified by Russian native speakers as preventing intru­sion into private space. They also give an insight into the effect of age characteristics on sta­tement evaluations. Informants' responses tend to exhibit ambiguity in assessments, high­ligh­ting the variability of contemporary perceptions regarding tact and tactlessness, thereby ref­lecting shifts in social norms.

Historical politeness scholars use Discernment as a second-order metaterm for compulsory social behaviour that is scripted according to circumstances and rank difference. However, in Renaissance courtesy books the Italian verb discernere 'to discern' has a first-order meaning: to individually work out appropriate behaviour when the fit of rules to circumstances is unclear. Discernment1 and Discernment2 appear to contradict each other. This paper addresses a theory gap: a theory of Discernment2 must unravel the link with Discernment1, given that Discernment1 functions as a metaterm in prescriptive politeness sources from a historical period for which scholars believe social practices are determined by Discernment2. Using a self-built corpus of ca. one hundred nineteenth-century etiquette books in US-UK English, French, Italian and Dutch, I conduct a semantic analysis of discern* (92 hits) and its collocate "tact", tact, tatto, takt (575 hits), which point to a practical type of reasoning, to carry out a careful assessment of the unique and complex situation at hand before deciding on a course of action. However detailed etiquette scripts are, discernment (tact) is needed to process the complexity of real-life circumstances. Hence, Discernment1 and 2 appear complementary. [ABSTRACT FROM AUTHOR]

In the ongoing debate about the role of religion in peacebuilding, particular attention has been paid to religious attitudes toward violence as a locus of the peacebuilding potential of religions. In this article, I turn to the case of the Catholic Church's ambiguous and ambivalent relationship to Japan's war in the Asia-Pacific region. The focus of my analysis is an exceptionally well-documented case of four Japanese Catholic priests on a Japanese Imperial Navy-sponsored 'religious propaganda' mission to Flores, Indonesia during the Japanese occupation. The four priests, including two leaders of the Catholic Church in Japan at the time—Bishop Yamaguchi Aijiro of Nagasaki and Apostolic Administrator Ogihara Akira of Hiroshima—worked closely with European missionaries left on the island of Flores to protect the church's interests against Japanese military aggression. This unusual case of war-time cooperation between civilians from enemy nations in the context of the otherwise brutal war in Asia offers a rare glimpse into Japanese Catholic Church leaders' engagement with Japan's war efforts. The article demonstrates tact as a self-consciously limited and yet distinctively relational mode of peacebuilding that capitalises on layers of ambiguity and ambivalence. [ABSTRACT FROM AUTHOR]

To examine whether and how therapy orientation is associated with psychotherapists' perceived reasons for, feelings about, and regrets around their own dishonesty in therapy. A sample of 255 psychodynamic (n= 81), cognitive-behavior (n= 92), integrative (n= 64), and humanistic (n= 18) therapists who reported having been "less than completely honest" to a client provided open-text responses regarding this occurrence. A bricoleur approach was used to identify themes among responses, and Fisher's exact test analyses were used to compare responses across theoretical orientations. The most frequent reason offered for instances of less than complete honesty was "treatment strategy" (i.e. it was deemed necessary for treatment). The most common feeling reported was discomfort, including anxiety. Most respondents reported that, in retrospect, they would not have handled the situation differently. Therapist orientation was not significantly associated to any pattern of responses to these questions. While therapist dishonesty is perceived as occurring primarily in the service of the client and tends to evoke similar reactions among therapists across theoretical orientations, most therapists report experiencing negative feelings after acting somewhat dishonestly. Training programs should encourage greater discussion about the potential benefits and consequences of therapeutic dishonesty, including instances of therapeutic tact. [ABSTRACT FROM AUTHOR]

Recent theorizing argues that online communication technologies provide powerful, although precarious, means of emotional regulation. We develop this understanding further. Drawing on subjective reports collected during periods of imposed social restrictions under COVID-19, we focus on how this precarity is a source of emotional dysregulation. We make our case by organizing responses into five distinct but intersecting dimensions wherein the precarity of this regulation is most relevant: infrastructure, functional use, mindful design (individual and social), and digital tact. Analyzing these reports, along with examples of mediating technologies (i.e., self-view) and common interactive dynamics (e.g., gaze coordination), we tease out how breakdowns along these dimensions are sources of affective dysregulation. We argue that the adequacy of available technological resources and competencies of various kinds matter greatly to the types of emotional experiences one is likely to have online. Further research into online communication technologies as modulators of both our individual and collective well-being is urgently needed, especially as the echoes of the digital push that COVID-19 initiated are set to continue reverberating into the future. [ABSTRACT FROM AUTHOR]

IntroductionThe credibility of qualitative research has long been debated, with critics emphasizing the lack of rigor and the challenges of demonstrating it. In qualitative research, rigor encompasses explicit, detailed descriptions of various research stages, including problem framing, study design, data collection, analysis, and reporting. The diversity inherent in qualitative research, originating from various beliefs and paradigms, challenges establishing universal guidelines for determining its rigor. Additionally, researchers' often unrecorded thought processes in qualitative studies further complicate the assessment of research quality.MethodsTo address these concerns, this article builds on the TACT framework, which was developed to teach postgraduate students and those new to qualitative research to identify and apply rigorous principles and indicators in qualitative research. The research reported in this article focuses on creating a scale designed to evaluate the psychometric properties of the TACT framework. This involves analyzing the stability of its dimensions and understanding its effectiveness as a tool for teaching and research.ResultsThe study's findings indicate that the TACT framework, when assessed through the newly developed scale, exhibits stable dimensions consistent with rigorous qualitative research principles. The framework effectively guides postgraduate students and new researchers in assessing the rigor of qualitative research processes and outcomes.DiscussionThe application of the TACT framework and its evaluation scale reveals several insights. Firstly, it demonstrates the framework's utility in bridging the gap in pedagogical tools for teaching rigor in qualitative research methods. Secondly, it highlights the framework's potential in providing a structured approach to undertaking qualitative research, which is essential given this field's diverse methodologies and paradigms. However, the TACT framework remains a guide to enhancing rigor in qualitative research throughout all the various phases but by no means a measure of rigor.ConclusionIn conclusion, the TACT framework and its accompanying evaluative scale represent significant steps toward standardizing and enhancing the rigor of qualitative research, particularly for postgraduate students and early career researchers. While it does not solve all challenges associated with obtaining and demonstrating rigor in qualitative research, it provides a valuable tool for assessing and ensuring research quality, thereby addressing some of the longstanding criticisms of the quality of research obtained through qualitative methods.

The article explores the metaphor of the “Greek chorus” as an image of the position of the analyst who, in the analytic field model, reverberates and returns the emotional content, sometimes slightly modified, so that the patient can listen to his or her own voice and enact a movement of transformation. That of the chorus, a voice made up of several voices, is also an antimoralistic, non-superegoic position, in which the analyst recognizes that he/she can accommodate the most diverse perspectives, emotions, and thus emotional truths that belong to the human. The authors show the relationship of their model to tragedy and, through clinical vignettes of both adults and children, they illustrate the technique of the analytic field in the light of this metaphor. The chorus corresponds to the we, to the overcoming of the I/you split made possible by interpretation. The analyst’s interventions give voice the chorus he/she creates together with the patient. [ABSTRACT FROM AUTHOR]

The purpose of the current study was to compare the effects of omission and commission errors of reinforcement during tact instruction via telehealth with three children, 6 to 7 years of age, who were diagnosed with an autism spectrum disorder. We used an adapted alternating treatment design to evaluate skill acquisition of target stimuli across high‐integrity, commission errors, and omission errors conditions. The high‐integrity condition produced mastery criteria in fewer sessions compared with the integrity‐error conditions in four of six comparisons, and the omission condition reached mastery criteria in fewer sessions than the commission condition in five of six comparisons. [ABSTRACT FROM AUTHOR]

This study used multiple-probe-design across stimulus sets to evaluate the effectiveness of a parent-mediated intervention that consisted of the stimulus pairing observation procedure (SPOP) and multiple exemplar training (MET) on the number of auditory tacts for a kindergartener with ASD. The parent received remote training on intervention and data collection procedures. The study also evaluated the effect of the intervention on generalization across untrained stimuli and maintenance of trained tacts for one week. Social validity from the child's and parent's perspective was also evaluated. The intervention had a minimal effect. Likewise, generalization and maintenance were limited. [ABSTRACT FROM AUTHOR]

Copyright of Acta Comportamentalia is the property of Instituto de Psicologia y Educacion de la Universidad Veracruzana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

It is important that tacts are controlled by stimuli across all senses but teaching tacts to children with autism spectrum disorder (ASD) is often limited to visual stimuli. This study replicated and extended a study on the effects of antecedent‐stimulus presentations on the acquisition of auditory tacts. We used a concurrent multiple probe across sets design and an embedded adapted alternating treatments design to evaluate acquisition of auditory tacts when auditory stimuli were presented alone (i.e., isolated) or with corresponding pictures (i.e., compound‐with‐known and compound‐with‐unknown) with two school‐aged boys with ASD. Both participants' responding met the mastery criterion no matter the stimulus presentation with at least one set, but one participant failed to acquire one set of stimuli in the isolated condition. The isolated condition was rarely the most efficient. We conducted post‐training stimulus‐control probes, and we observed disrupted stimulus control in the isolated condition for one participant. Implications for arranging auditory tacts instruction are discussed. [ABSTRACT FROM AUTHOR]

The article reflects on the relationship between pedagogy and body moving from the sense of tact. Firstly, the question of the body-mind relationship in contemporary pedagogy is presented. Starting from the cartesian division of mind and body, we expose the main issues related to a possible overcoming of such dualism. In addition, we maintain that cartesian dualism significantly contributed to a dominance of mind over body in education. Then, we reconstruct the history of “pedagogical tact”: this concept changed from an original somatic significance to a more interpersonal sense, putting the question of the body aside. In conclusion, we maintain that re-considering tact in its somatic significance can help build innovative pedagogical theories and practices aimed at a broader reconsideration of bodies in education.

In China, there is an increasing demand for preschool children with autism spectrum disorder (ASD) enrolled in general education to learn English vocabulary. The purpose of this study was to evaluate the effect of foreign mand training in English on the acquisition of mand responses, and the emergence of tact and listener responses for three Chinese‐speaking preschool children (boys; 4–5 years of age) with ASD. Echoic‐to‐mand training was implemented to teach mands in English. The study employed a concurrent multiple‐probe design across behaviors. The results of the study indicated that the training was effective in the acquisition of mand responses. Moreover, untaught tacts and listener responses for the same vocabulary emerged without explicit training. Implications for small‐group mand training in foreign language acquisition were discussed. [ABSTRACT FROM AUTHOR]

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RESEARCH OBJECTIVE : Deliberations on identity of the subject first of allrefer to difficulties in trying to define to notion itself and the identity of the subject in the context of his corporeality. THE RESEARCH PROBLEMS AND METHODS: The literature analysis method. The word identity may be defined as identicality at a given time and place . The problem of identity is analyzed on the social plan. THE PROCESS OF ARGUMENTATION: The text presents the definitions of the concepts used, the theoretical foundations and historical outline. RESEARCH RESULTS: When describing the identity of a subject from the socjological, psychological and biological perspective, we come to the conclusion that while the brain is responsible for our mental life, it is neither the only nor sufficient condition of awareness and self-awareness. It is pointed out that the features which constitute identity are rationality, self-awareness, coherence and stability. The problem of identity analyzed on the narrative, linguistic and social plane also calls for assertions made on the ethical plane. The contemporary discourse on identity most often emphasizes its changeability, instability, and its Protean nature. CONCLUSIONS, INNOVATIONS AND RECOMRNDATIONS: In the analyzes presented in this article, the concept of identification is emphasized, replacing the word identity, because it is more operational and coexists with the concept of social ties, community of interests and the common good. In the proposed understanding, identification is also the result of the concepts of corporeality, routine, tact and discipline analyzed in the text

This article proposes that, alongside the teaching of the specific contents of any practice, we can better apprehend what informs a teaching of practising by invoking the notion of subtractive sensibility. The article disambiguates practices from practising per se, drawing on the author's existing research in the field of practising theory and the four criteria of practising. The article then explores the idea of the subtractive via the works of philosopher, Alain Badiou and professor of education, Jakob Muth. Three subtractive sensibilities are then proposed: relaxation-in-the-face-of-difficulty, non-purposiveness and acausality. These are relevant to teaching not only discrete practices but also practising, where the latter is an approach to doing that invites transformation without undermining steadiness or going via destruction. [ABSTRACT FROM AUTHOR]

Copyright of Boletim de Estudos Classicos is the property of Imprensa da Universidade de Coimbra and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examined if listener behavior and responding by exclusion would emerge after training 3 participants with autism to tact stimuli. Tacts for 2 of 3 stimuli were directly trained using discrete trial training methodology and were followed by an auditory–visual discrimination probe in which auditory–visual discrimination by naming (i.e., bidirectional naming of trained tacts) and auditory–visual discrimination by exclusion were assessed; in subsequent sessions, tacting by exclusion probes were conducted in which tacts for the exclusion target (i.e., stimulus not trained as a tact) were assessed. All 3 participants demonstrated auditory–visual discrimination by naming, auditory–visual discrimination by exclusion, and tacting by exclusion across all comparisons. Results suggest that programming for learning by exclusion can provide an efficient way to enhance skill acquisition. [ABSTRACT FROM AUTHOR]

Copyright of Acta Comportamentalia is the property of Instituto de Psicologia y Educacion de la Universidad Veracruzana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Learning by observing others allows individuals to emit novel skills without directly contacting contingencies. Previous research on teaching skills necessary to emit observational learning (OL) responses are promising but an analysis using Skinner's taxonomy of verbal behavior is lacking. The purpose of the present study was to address the limitations of previous research by conceptualizing OL using Skinner's taxonomy of verbal behavior. After teaching one child diagnosed with autism spectrum disorder to emit a chain of vocal verbal responses, she correctly tacted previously unknown pictures after observing a model tacts a nonverbal stimulus. Future research should continue to analyze OL using Skinner's taxonomy of verbal behavior as it may lead, not only to a more parsimonious and conceptually systematic analysis, but allow practitioners to be more effective in designing procedures to teach this repertoire. [ABSTRACT FROM AUTHOR]

Two studies were conducted to explore the effects of differential observing responses (DORs) on vocal tact acquisition in preschool‐age children of typical development. In Study 1 with three participants, an identity‐matching DOR was incorporated into tact instruction trials with novel visual stimuli. Acquisition rates were similar in the DOR condition and in a non‐DOR condition. In Study 2 with five new participants, the identity‐matching DOR was implemented as an intervention when standard discrete‐trial instruction failed to produce acquisition of tacts of compound stimuli. Two participants reached mastery after the identity‐matching DOR was introduced, whereas three participants' progress was unaffected. For those three, the identity‐matching DOR was replaced with a verbal DOR (tacting of stimulus components), but although one participant's correct responding increased, none reached mastery. Two participants ultimately reached mastery after a non‐DOR intervention. Conditions under which DORs facilitate stimulus control outside of MTS tasks remain to be identified. [ABSTRACT FROM AUTHOR]

This study consisted of a systematic replication of previous research examining the effects of tact and listener instruction on the emergence of native‐to‐foreign (NF) and foreign‐to‐native (FN) intraverbals in children who had experienced difficulties learning to read and write. We assigned different sets of stimuli to tact and listener conditions, and taught 4 children to tact or respond as listeners in a foreign language using a progressive prompt delay with differential reinforcement. All participants mastered tacts and listener responses in the foreign language. For all participants, tact instruction yielded greater emergence of intraverbals compared to listener instruction. Tact instruction also produced all possible bidirectional (NF and FN) intraverbals relations for 3 of 4 participants, but listener instruction never resulted in the emergence of all possible relations. These results replicate previous findings suggesting that tact instruction is a more efficient way to teach a foreign language and extend them to progressive prompt‐delay procedures. [ABSTRACT FROM AUTHOR]