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A Comparison of Sequential and Simultaneous Tact Instruction: A Pilot Study
Tianjiao Li1, Mirela Cengher1, Mariéle Diniz Cortez2,3
1Department of Psychology, University of Baltimore Maryland County, 1000 Hilltop Circle, Baltimore, MD 21250 USA.
The Analysis of Verbal Behavior
|August 14, 2026
Summary
This study explored bilingual language acquisition for children with autism spectrum disorder (ASD). Sequential instruction was more effective than simultaneous instruction for teaching tacting skills and promoting emergent language abilities.
Area of Science:
- Behavior Analysis
- Developmental Psychology
- Special Education
Background:
- Bilingualism is prevalent, yet research on behavior analytic procedures for bilingual language acquisition is limited.
- Children with autism spectrum disorder (ASD) often benefit from structured language interventions.
- Understanding effective teaching methods is crucial for supporting bilingual children with ASD.
Purpose of the Study:
- To investigate the efficacy of sequential versus simultaneous instruction for teaching bilingual tacting skills to children with ASD.
- To assess the emergence of untrained verbal and listener repertoires.
- To provide a framework for future research on bilingual language acquisition in ASD.
Main Methods:
- Two children with ASD were taught to tact pictures in English and their heritage language.
- Sequential instruction involved teaching one language, then the other.
- Simultaneous instruction involved teaching both languages concurrently.
Main Results:
- Both participants achieved mastery with sequential instruction and discontinued with simultaneous instruction.
- Emergent listener behavior showed the highest percentage of correct responding, followed by stimulus generalization and bidirectional intraverbals.
- Sequential instruction proved more effective for teaching bilingual tacting skills.
Conclusions:
- Sequential instruction is an effective method for teaching bilingual tacting skills to children with ASD.
- This study highlights the potential for emergent verbal and listener behaviors.
- Further research is needed to optimize instructional procedures for bilingual language acquisition in ASD.
