#40 - Rethinking How We Teach Tacts w/ Dr. Judah Axe

Show Notes

• About the episode

  In this episode, Zach and Caleb discuss rethinking how we approach teaching tacts w/ Dr. Judah Axe.
  
  

  Learning Objectives

  • Evaluate research findings on stimulus novelty, specifically studies comparing "silly" versus "boring" stimuli, to identify environmental variables that increase the frequency of spontaneous tacting.

  • Evaluate the use of "unusual surroundings" and novelty to promote natural tacting, moving beyond repetitive drills toward more functional and spontaneous communication.

  • Discuss the ethical responsibility of behavior analysts to prioritize "adaptive" communication goals that focus on a client’s long-term independence and quality of life rather than strictly following "developmental" age-based norms.

• Things to check out from the episode:
  

  Making meaningful book

  Essentials for living

  
  References: Axe, J. B., & Laprime, A. P. (2017). The effects of contingent pairing on establishing praise as a reinforcer with children with autism. Journal of Developmental and Physical Disabilities, 29(2), 325-340.
  
  Bahry, S., Gerhardt, P. F., Weiss, M. J., Leaf, J. B., Putnam, R. F., & Bondy, A. (2023). The ethics of actually helping people: Targeting skill acquisition goals that promote meaningful outcomes for individuals with autism spectrum disorder. Behavior Analysis in Practice, 16(3), 672-695.
  
  Barosky, C. (2023). Antecedent variables influencing tacting with children with autism [Unpublished doctoral dissertation]. Simmons University.
  
  Clements, C. C., Zoltowski, A. R., Yankowitz, L. D., Yerys, B. E., Schultz, R. T., & Herrington, J. D. (2018). Evaluation of the social motivation hypothesis of autism: a systematic review and meta-analysis. JAMA psychiatry, 75(8), 797-808.
  
  Dozier, C. L., Iwata, B. A., Thomason‐Sassi, J., Worsdell, A. S., & Wilson, D. M. (2012). A comparison of two pairing procedures to establish praise as a reinforcer. Journal of applied behavior analysis, 45(4), 721-735.
  
  Dube, W. V., MacDonald, R. P., Mansfield, R. C., Holcomb, W. L., & Ahearn, W. H. (2004). Toward a behavioral analysis of joint attention. The Behavior Analyst, 27(2), 197-207.
  
  Dudley, L. L., Axe, J. B., Allen, R. F., & Sweeney‐Kerwin, E. J. (2019). Establishing praise as a conditioned reinforcer: Pairing with one versus multiple reinforcers. Behavioral Interventions, 34(4), 534-552.
  
  Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of consulting and clinical psychology, 55(1), 3.
  
  Cengher, M., & Fienup, D. M. (2020). Presession attention affects the acquisition of tacts and intraverbals. Journal of Applied Behavior Analysis, 53(3), 1742-1767.
  
  Moher, C. A., Gould, D. D., Hegg, E., & Mahoney, A. M. (2008). Non‐generalized and generalized conditioned reinforcers: Establishment and validation. Behavioral Interventions: Theory & Practice in Residential & Community‐Based Clinical Programs, 23(1), 13-38.
  
  Skinner, B. F. (1957). Verbal behavior. New York: Appleton-Century-Crofts.
  
  Sundberg, M. L. (2008). VB-MAPP Verbal Behavior Milestones Assessment and Placement Program: a language and social skills assessment program for children with autism or other developmental disabilities: guide. Mark Sundberg.
  
  Sundberg, M. L., & Partington, J. W. (1998). Assessment of Basic Language and Learning Skills (ABLLS). Pleasant Hill, CA: Behavior Analysts, Inc.