Brief Report: A parent-mediated intervention to teach a generalized repertoire of auditory tacts to a child with autism

Abstract

This study used multiple-probe-design across stimulus sets to evaluate the effectiveness of a parent-mediated intervention that consisted of the stimulus pairing observation procedure (SPOP) and multiple exemplar training (MET) on the number of auditory tacts for a kindergartener with ASD. The parent received remote training on intervention and data collection procedures. The study also evaluated the effect of the intervention on generalization across untrained stimuli and maintenance of trained tacts for one week. Social validity from the child’s and parent’s perspective was also evaluated. The intervention had a minimal effect. Likewise, generalization and maintenance were limited.

Keywords:

• Autism
• tact
• stimulus-pairing observational procedure
• multiple-exemplar training

DISCLOSURE STATEMENT

No potential conflict of interest was reported by the author(s).

SUPPLEMENTARY MATERIAL

Supplemental data for this article can be accessed online at https://doi.org/10.1080/17489539.2023.2287436

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.