Tacting and manding in correspondence training: effects of child selection of verbalization

We investigated correspondence between verbal and nonverbal behavior in preschool children in a play setting. Four children (4 years old) participated in a multiple baseline across subjects design. Children were asked what toy(s) they were going to play with during an immediately upcoming play period. When no contingencies were placed on either verbal or nonverbal behavior, children showed high rates of correspondence. When children were required to verbalize about a toy from a restricted range of infrequently used toys, but no contingencies were placed on correspondence, low rates of correspondence were observed. High rates of correspondence were noted when reinforcement was contingent on it. Results are discussed in terms of tacting and manding.