What's Included

  • Child will learn to tact common items, people, verbs, and adjectives.

    A tact is a term that BF Skinner used to describe what we call as labeling. A child needs to learn to label (tact) common people places items both pictures and real items in his or her environment. Th...

  • Short term objective 1 (STO1): Child will tact real items, by mastering each target with 90% accuracy, across 3 consecutive sessions for each stimuli set

    Materials: Real objects small around the size of a cell phone. For the different targets you also need the targeted individuals present and also a doll to practice body parts. SD: What s This? Reinfor...

  • % correct out of 10 opportunities: Common objects Set 2

  • % correct out of 10 opportunities: Common objects Set 1

    Gather your 3 stimulus items. Teach all three targets as one set. Present your 3 objects in an array of three making sure to rotate stimuli during the intertrial interval. SD: What s this?

  • % correct out of 10 opportunities: Common objects Set 3

    Gather your 3 stimulus items. Teach all three targets as one set. Present your 3 objects in an array of three making sure to rotate stimuli during the intertrial interval. SD: What s this?

  • % correct out of 10 opportunities: Body Parts set 1: Nose, Mouth, Ear

    For this target use a real person with a point that that item or use a doll that has big enough features for child to see.

  • % correct out of 10 opportunities: Body Parts set 2: Hand, arm, belly

    For this target use a real person with a point at the particular body part or use a doll that has big enough features for child to see. SD: What s this?

  • % correct out of 10 opportunities: Body Parts Set 3: Head, Chin, eyes

    For this target use a real person with a point at the particular body part or use a doll that has big enough features for child to see. SD: What s this?

  • % correct out of 10 opportunities: Family members set 1: Mom, Dad, Brother

    For this target have the real people present. They should be present front and center as you run each trial. Spread trials out throughout the day. SD: Who is it?

  • % correct out of 10 opportunities: Familiar classmates: Set 1

    For this target have the real people present. They should be present front and center as you run each trial. Spread trials out throughout the day. SD: Who is it?

  • Short term objective 2 (STO2): Child will tact pictures of items, by mastering each target with 90% accuracy, across 3 consecutive sessions for each stimuli set

    Materials: Pictures of items objects and people. 3 x 4 inch laminated pictures. Ensure picture is clear and ensure you are using either google images or real photographs to teach the item. For the dif...

  • % correct: out of 10 trials. Common objects set 2

    For the target choose three common objects and teach until mastery.

  • % correct: out of 10 trials. Common objects set 1

    For the target choose three common objects and teach until mastery.

  • % correct: out of 10 trials. Common objects set 3

    For the target choose three common objects and teach until mastery.

  • % correct: out of 10 trials. Family Members set 1: mom, dad, brother

    Gather pictures of each family members

  • % correct: out of 10 trials. Classmates set 1

    For this target gather pictures of friends or classmates.

  • % correct: out of 10 trials. Body Parts set 1: Nose, Mouth, Ears

  • % correct: out of 10 trials. Body Part pictures: Hand, arm, belly.

  • % correct: out of 10 trials. Body Part Pictures: Head, chin, eyes

  • Level 2 tacting: child will tact nouns and verbs

  • Short term objective 1 (STO1): Child will tact non-identical real items, by mastering each target with 90% accuracy, across 3 consecutive sessions for each stimuli set

    Materials: Real items and objects about 3 inches big. Common objects that child comes in contact with most days. SD: What s this? Reinforcement: Verbal praise and or/ physical praise. Examples include...

  • % correct: real objects set 1 (pencil, car, ball): 3 different exemplars of each item

    Gather three exemplars of each item about the same sizes. They should be different looking examples of the same item.

  • % correct: real objects set 2 (plate, spoon, cup): 3 different exemplars of each item

    Gather three exemplars of each item about the same sizes. They should be different looking examples of the same item.

  • % correct: real objects set 3 (key, phone, boat): 3 different exemplars of each item

    Gather three exemplars of each item about the same sizes. They should be different looking examples of the same item.

  • Short term objective 2 (STO2): Child will tact non-identical pictures, by mastering each target with 90% accuracy, across 3 consecutive sessions for each stimuli set

    Materials: Pictures of common objects that child comes in contact with most days. Should be 3 x 4 inches laminated. SD: What s this? Reinforcement: Verbal praise and or/ physical praise. Examples incl...

  • % correct: pictures set 1 (pencil, car, ball): 3 different exemplars of each item

    Gather three pictures of each item making sure they are clear pictures. They should be different looking examples of the same item.

  • % correct: pictures set 2 (plate, spoon, cup): 3 different exemplars of each item

    Gather three pictures of each item making sure they are clear pictures. They should be different looking examples of the same item.

  • % correct: pictures set 3 (key, phone, boat): 3 different exemplars of each item

    Gather three pictures of each item making sure they are clear pictures. They should be different looking examples of the same item.

  • Short term objective 3 (STO3): Child will tact actions, by mastering each target with 90% accuracy, across 3 consecutive sessions for each stimuli set

    Materials: an individual acting out the actions. SD: What is he/she doing? or what am I doing? Reinforcement: Verbal praise and or/ physical praise. Examples include Nice job that is a ___ . Great wor...

  • % correct: actions set 1: running, jumping, throwing

    Act out the actions and have child label them. Teach until mastery. Act out each action for a few seconds.

  • % correct: actions set 2: singing, dancing, crying

    Act out the actions and have child label them. Teach until mastery. Act out each action for a few seconds.

  • % correct: actions set 3: laughing, hugging, cleaning

    Act out the actions and have child label them. Teach until mastery. Act out each action for a few seconds.

  • Short term objective 4 (STO4): Child will tact actions in pictures, by mastering each target with 90% accuracy, across 3 consecutive sessions for each stimuli set

    Materials: clear pictures of actions. 3 x 4 inches laminated. SD: What is he/she doing? Reinforcement: Verbal praise and or/ physical praise. Examples include Nice job that is a ___ . Great work! . Wo...

  • % correct: action pictures set 1: running, jumping, throwing

    Present picture to the child and teach until mastery.

  • % correct: action pictures set 2: singing, dancing, crying

    Present picture to the child and teach until mastery.

  • % correct: action pictures set 3: laughing, hugging, cleaning

    Present picture to the child and teach until mastery.

  • Short term objective 5 (STO5): Child will tact noun-verb combinations in pictures, by mastering each target with 90% accuracy, across 3 consecutive sessions for each stimuli set

    Materials: clear pictures of a known person performing a known action. 3 x 4 inches laminated. Should be real photographs taken clearly. Example: Mom brushing teeth. SD: What is he/she doing? Reinforc...

  • % correct: noun-action set 2: Mom brushing teeth, Dad cooking, Brother kicking ball.

    Child should say the complete phrase with the person and the action. Correct response is giving these two parts does not need to say connectors such as the or a .

  • % correct: noun-action set 2: Mom cleaning room, Dad washing hands, Brother singing

    Child should say the complete phrase with the person and the action. Correct response is giving these two parts does not need to say connectors such as the or a .

  • Level 3 Tacting: Child will learn to emit a wide variety of tacts containing many different parts of speech

    Level Three tacting focuses on expanding a child s verbal repetoire to include responding/tacting an item s color shape and/or function. In addition tacting different prepositions and adjectives can b...

  • Short term objective 1 (STO1): Child will tact shapes in pictures, by mastering each target with 90% accuracy, across 3 consecutive sessions for each stimuli set

    Materials: flashcards of shapes all the same color shape so that the only different feature is the actual shape. SD: What shape? Reinforcement: Verbal praise and or/ physical praise. Examples include ...

  • % correct at prompt level: Shapes set 1: circle, triangle, square

    Use clear flashcards

  • % correct at prompt level: Shapes set 2: rectangle, diamond, heart

    Use clear flashcards

  • Short term objective 2 (STO2): Child will tact colors in pictures, by mastering each target with 90% accuracy, across 3 consecutive sessions for each stimuli set

    Materials: flashcards of colors all the same shape so that the only different feature is the actual color. SD: What color? Reinforcement: Verbal praise and or/ physical praise. Examples include Nice j...

  • % correct at prompt level: Colors set 1: blue, green, red

    Use clear flashcards

  • % correct at prompt level: Colors set 2: yellow, purple, orange

    Use clear flashcards

  • Short term objective 3 (STO3): Child will tact colored objects, by mastering each target with 90% accuracy, across 3 consecutive sessions for each stimuli set

    Materials: colored balls or other objects all the same shape so that the only different feature is the actual color. SD: What color? Reinforcement: Verbal praise and or/ physical praise. Examples incl...

  • % correct at prompt level: Colors set 1: blue, green, red

    use objects about 2 or 3 inches big. Do not use a highly preferred item or it may be too distracting for the child.

  • % correct at prompt level: Colors set 2: yellow, purple, orange

    use objects about 2 or 3 inches big. Do not use a highly preferred item or it may be too distracting for the child.

  • Short term objective 4 (STO4): Child will tact functions of objects, by mastering each target with 90% accuracy, across 3 consecutive sessions for each stimuli set

    Materials: flashcards of known objects about 3 x 4 inches laminated. SD: What do you do with _____? Reinforcement: Verbal praise and or/ physical praise. Examples include Nice job that is a ___ . Grea...

  • % correct : Functions set 1: ball, towel, soap

    SD: what do you do with a _____? . Use a clear flashcard; student must know the item.

  • % correct: Functions set 2: bed, scissors, shoes

    SD: what do you do with a _____? . Use a clear flashcard; student must know the item.

  • Short term objective 5 (STO5): Child will tact prepositions, by mastering each target with 90% accuracy, across 3 consecutive sessions for each stimuli set

    Materials: flashcards with known objects depicting a preposition relationship. SD: Where is the _____? Reinforcement: Verbal praise and or/ physical praise. Examples include Nice job that is a ___ . G...

  • % correct : Prepositions set 1: On, Under

    SD: where is the _____? . Use a clear flashcard; student must know the items depicted.

  • % correct: Prepositions set 2: in, behind

    SD: where is the _____? . Use a clear flashcard; student must know the items depicted.

  • Short term objective 6 (STO6): Child will tact adjectives and adverbs, by mastering each target with 90% accuracy, across 3 consecutive sessions for each stimuli set

    Materials: flashcards with known objects that emphasize their feature (adjective) or an activity/individual depicting an adverb. Use 3 variations of each adjective. SD: What is it? Response: It is a (...

  • % correct : Adjectives set 1: big/little, long/short

    SD: what is it? . Response: It is a ______.

  • % correct: Adjectives set 2: fast/slow, hard/soft

    SD: what is it? . Response: It is a ______.

  • Short term objective 7 (STO7): Child will tact with complete sentences containing 4 or more words, by mastering each target with 90% accuracy, across 3 consecutive sessions for each stimuli set

    Materials: flashcards with scenes that child understands and has mastered (people/places/items) that child knows. SD: What do you see? . Response: A boy walking a dog . A girl eating ice cream . A cor...

  • % correct : complete sentences, picture scenes set 1

    SD: what do you see? . Response: Full sentence.

  • % correct : complete sentences, picture scenes set 2

    SD: what do you see? . Response: Full sentence.

  • % correct : complete sentences, picture scenes set 3

    SD: what do you see? . Response: Full sentence.