TY - JOUR
T1 - Developing mand and tact repertoires in persons with severe developmental disabilities using graphic symbols
AU - Sigafoos, Jeff
AU - Doss, Scott
AU - Reichle, Joe E
PY - 1989
Y1 - 1989
N2 - An important educational objective for many persons with developmental disabilities is the acquisition of verbal operants such as the mand (e.g., requesting) and tact (e.g., labeling). Mands and tacts have been described as separate response classes and several studies support this description. Consequently, an important applied issue involves implementing procedures to develop both tact and mand repertoires. The present study investigated procedures for developing mands and tacts in three learners with severe disabilities. Learners were first taught to tact, then mand food/beverage items and the utensils required to access those items by pointing to line drawings depicting the items. The results suggest that responses acquired as tacts do not readily occur as mands. "Spontaneous" manding was developed through a transfer of stimulus control procedure which brought mands under the control of conditioned establishing operations. Substantial transfer to untrained objects and transfer across response classes were frequently noted after both tact and mand interventions had occured for some items. Variables facilitating these generalized effects are discussed.
AB - An important educational objective for many persons with developmental disabilities is the acquisition of verbal operants such as the mand (e.g., requesting) and tact (e.g., labeling). Mands and tacts have been described as separate response classes and several studies support this description. Consequently, an important applied issue involves implementing procedures to develop both tact and mand repertoires. The present study investigated procedures for developing mands and tacts in three learners with severe disabilities. Learners were first taught to tact, then mand food/beverage items and the utensils required to access those items by pointing to line drawings depicting the items. The results suggest that responses acquired as tacts do not readily occur as mands. "Spontaneous" manding was developed through a transfer of stimulus control procedure which brought mands under the control of conditioned establishing operations. Substantial transfer to untrained objects and transfer across response classes were frequently noted after both tact and mand interventions had occured for some items. Variables facilitating these generalized effects are discussed.
UR - http://www.scopus.com/inward/record.url?scp=0024514992&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0024514992&partnerID=8YFLogxK
U2 - 10.1016/0891-4222(89)90006-1
DO - 10.1016/0891-4222(89)90006-1
M3 - Article
C2 - 2727365
AN - SCOPUS:0024514992
VL - 10
SP - 183
EP - 200
JO - Research in Developmental Disabilities
JF - Research in Developmental Disabilities
SN - 0891-4222
IS - 2
ER -