Learning to talk about the world is an important step for every child. In Applied Behavior Analysis (ABA), one way therapists teach this is through tacts. Tacts are words children use to label things they see, hear, or feel.
Tacts help kids connect language with their surroundings, which builds vocabulary and supports better communication. In this article, you will explore what a tact is, how it’s different from other language skills like requests (mands), and why it’s a key part of helping children grow their communication skills.
What are Tacts?
In Applied Behavior Analysis (ABA), a tact means giving a name to something you see, hear, or feel. It’s when a person uses a word because of something happening around them. For example, if a toddler sees a dog and says “dog,” that’s a tact, the word comes from noticing the animal. In simple terms, a tact is just saying or describing what you notice in your surroundings.
Children usually start learning tacts early, like saying “mama” when they see their mom or “car” when a car drives by. Learning to label things this way helps kids understand the world and grow their vocabulary.
A child hears a phone ringing and says “phone”. A child tastes lemon and says “sour!”. These are all tacts because the child is naming or describing a sensory experience. Children often name or point out things they see. In ABA terms, each label (e.g. “bird” or “tree”) would be a tact of what they see.
How Tacts Differ from Mands?
While both tacts and mands are verbal behaviors, they have different triggers and purpose. A mand is essentially a request or demand: it’s language used to get something. For instance, if a child says “cookie” because they are hungry and want a cookie, that is a mand.
The motivator is an internal need or desire. In contrast, a tact simply names or comments on something without asking for anything in return. The stimulus that controls a tact is external (what the child sees, hears, or feels), whereas a mand is controlled by an internal motivation (hunger, thirst, curiosity, etc.).
Key differences of Tacts and Mands
- Purpose: A tact is used to label or describe the environment, while a mand is used to request something the speaker wants.
- Control: Tacts are evoked by things the child sees or hears (external stimuli). Mands are evoked by the child’s needs or desires (motivating operations).
- Example: Saying “dog” upon seeing a dog is a tact. Saying “cookie” when hungry to get a cookie is a mand.
In ABA therapy, practitioners often teach and reinforce both tacts and mands, but the teaching methods differ.
For example, to teach tacts a therapist might hold up a toy block and ask “What is this?”, helping the child learn to label it. In contrast, for mands the therapist creates a situation where the child wants something (like a toy) and prompts them to request it.
Therapy session example: a therapist and child play with toy blocks. The therapist might prompt the child to name or request a block. Labeling the blocks (“block,” “red block”) would be tact training, while asking for a block when the child wants it would be mand training.
Why Tacts Matter for Communication
Building a strong repertoire of tacts is crucial for broader communication skills. Each tact adds a word to the child’s vocabulary and a way to express what they notice. Research and clinical guides highlight several benefits of tacting which are as follows:
1. Vocabulary and Knowledge
Tacting builds vocabulary. Every time a child learns to name an object or action, they understand the world a bit more. For example, learning to tact “dog,” “ball,” “flower,” etc., equips the child to talk about many everyday things.
2. Sharing Information
Tacts let children share observations with others. By describing what they see or feel, children engage in conversations and social interaction. Tacts “offer the listener specific information” for social communication. A child who can say “bird!” or “look, truck!” initiates an exchange about their environment.
3. Foundation for Language
A strong tact repertoire often paves the way for more complex language skills. Research suggests that tacts are among “the most important verbal operants” and that a strong tact base precedes more advanced speech like asking questions and holding conversations.
In other words, children who can label many things are better prepared to answer questions, narrate events, and engage in back-and-forth dialogue later on.
4. Social and Adaptive Benefits
Labeling the world can reduce frustration and problematic behavior. For children with autism, learning to tact has been linked to improved social communication and even a reduction in repetitive speech.
When a child can express “I see car” or “the swing” instead of only crying or repeating noises, their interactions become more functional and engaging.
A review found that teaching tacts to autistic children is highly effective: 87% of the reported interventions showed high or excellent improvements in the children’s communication.
The review noted that tacts help facilitate social interaction and that a strong tact repertoire can lead to development of other language skills.
In practical terms, children who learn to label things can better follow instructions, answer questions, and make comments, all key parts of daily communication.
Conclusion
Tacts are the building blocks of labeling and describing the world. They differ from mands (requests) in what prompts them and what they achieve, and they play a crucial role in language growth. By teaching tacts through pictures, objects, and natural play, ABA therapists help children expand their vocabulary and social skills, giving them more tools to interact and communicate effectively.
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