Abstract
The purpose of this study was to assess whether variations in visual stimulus presentation during tact training would affect training efficacy and the emergence of listener responses. Participants included two preschool children diagnosed with autism. During training, we alternated between two training conditions using an adapted alternating treatment design with intrasubject replication. During the successive tact training method, we presented one picture per trial. During the simultaneous method, we used the same training procedures, but instead pointed to the target picture in a stimulus array. For one participant, the simultaneous method resulted in fewer trials to criterion, fewer errors, and better tact maintenance. For another participant, successive tact training generated fewer errors and better efficiency results. Both formats resulted in accurate listener responding. Given these differences, the most efficacious tact training format may depend on the individual. Specifically, the simultaneous method may benefit learners with advanced scanning and attending skills.