The Effect of Receptive Tact Training Flashcards on Developing Picture Identification of a Two-Year-Old Boy with Down Syndrome
Faculty Sponsor
Jennifer M. Neyman, neyman@gonzaga.edu
Session Type
Poster Presentation
Research Project Abstract
The purpose of this study was to evaluate the effects of tact training flashcards on the acquisition of receptive picture identification skills of a two-year-old student with Down syndrome in an early intervention classroom. Using event recording within a multiple baseline design, the researcher separated the target tacts into three groups of five: food, school, and home. The intervention used receptive tact training flashcards paired with a model, lead, test correction procedure to teach the participant 15 new tacts. The participant increased his known tacts from 5/20 correctly tacted flashcards to 20/20 correctly tacted flashcards. Receptive tact training was an effective intervention to teach the essential and foundational skill picture identification in language development.
Session Number
PS2
Location
HUB Multipurpose Room
Abstract Number
PS2-g
The Effect of Receptive Tact Training Flashcards on Developing Picture Identification of a Two-Year-Old Boy with Down Syndrome
HUB Multipurpose Room
The purpose of this study was to evaluate the effects of tact training flashcards on the acquisition of receptive picture identification skills of a two-year-old student with Down syndrome in an early intervention classroom. Using event recording within a multiple baseline design, the researcher separated the target tacts into three groups of five: food, school, and home. The intervention used receptive tact training flashcards paired with a model, lead, test correction procedure to teach the participant 15 new tacts. The participant increased his known tacts from 5/20 correctly tacted flashcards to 20/20 correctly tacted flashcards. Receptive tact training was an effective intervention to teach the essential and foundational skill picture identification in language development.
