Comparison of Acquisition Criteria Applied to Individual and Sets of Tacts

When designing effective interventions for teaching language and communication skills, behavior analysts must consider how criteria for skill acquisition impact learning efficiency and retention. A recent study by Chang, Nainani, and Kim (2024) systematically examined how different mastery criteria affect the acquisition and maintenance of tacts in preschool-aged children. This blog post breaks down their findings and how they can inform your clinical practice.

Why Investigate Tact Acquisition?

Tacting, or naming objects, actions, or events, is a fundamental language skill. Behavior analysts frequently teach tacts to individuals with language delays, including those with autism spectrum disorder (ASD). The way skills are introduced and mastered can significantly impact learning efficiency and skill retention over time.

Previous research has explored mastery criteria for various verbal operants, such as sight words and receptive identification. However, fewer studies have specifically examined tacts under different acquisition conditions. This study by Chang et al. (2024) builds upon prior research by comparing two different acquisition methods—Set Analysis and Operant Analysis—applied to tacts.

Understanding Acquisition Criteria

Before we dive into the research, let’s define some key terms:

• Acquisition Criteria – The performance requirements that determine when a learner has mastered a skill.
• Set Analysis Condition – A teaching method where stimuli are presented in fixed sets, and a new set is introduced only after learners master all items in the previous set.
• Operant Analysis Condition – A method where each tact is taught individually and replaced as soon as it is mastered, allowing for a more flexible learning process.

The way these criteria are applied can impact how quickly skills are learned, retained, and generalized.

How Was the Study Conducted?

Participants

The study included four preschool-aged children. These children had varying educational backgrounds, including some with disabilities. Each participant met the following criteria:

• Followed simple verbal instructions.
• Exhibited minimal disruptive behavior.
• Had basic tacting skills.
• Responded positively to verbal reinforcement.

Setting and Materials

The research was conducted in a specialized behavior-analytic school setting. The materials included:

• A laptop displaying visual stimuli.
• PowerPoint slides presenting images of animals and fruits/vegetables.
• Data sheets for recording participants' responses.

Measurement and Training Procedures

The researchers measured:

1. Acquisition efficiency – The number of trials needed for participants to master the tacts.
2. Maintenance – Whether participants retained the learned tacts two weeks after mastery.

The training involved differential reinforcement:

• Correct responses were reinforced with verbal praise.
• Incorrect responses were followed by an error correction procedure.

Comparison of Conditions

1. Set Analysis Condition

• Participants learned tacts in groups of five.
• A new set of tacts was introduced only after the previous set was fully mastered.

2. Operant Analysis Condition

• Each tact was taught individually.
• Once a tact was mastered, it was replaced with a new one immediately.

Key Findings: Which Condition Was More Effective?

The study found measurable differences between the two teaching conditions:

1. Faster Acquisition in Operant Analysis Condition

   • All four participants acquired tacts more quickly under the Operant Analysis approach.
   • The flexible nature of replacing mastered tacts reduced time spent on previously learned material.

2. Comparable Maintenance Rates

   • Both conditions resulted in similar levels of tact maintenance when assessed after two weeks.
   • This suggests that the way tacts are introduced does not negatively impact long-term retention.

3. Increased Instructional Efficiency with Operant Analysis

• Since mastered tacts were quickly replaced with new ones, participants had more opportunities to learn novel items in a shorter timeframe.
• This condition led to more efficient allocation of instructional time.

Overall, the results support the use of the Operant Analysis Condition for teaching tacts, particularly when efficiency is a priority.

Clinical Implications for Behavior Analysts

The findings from Chang et al. (2024) have important implications for designing skill acquisition programs:

• Prioritize Flexible Mastery Criteria – Instead of rigidly teaching fixed sets of tacts, consider using an individualized approach where mastered items are replaced promptly.
• Monitor Maintenance – Although both conditions resulted in similar maintenance outcomes, reinforcing previously learned tacts through naturalistic teaching opportunities can be beneficial.
• Optimize Instructional Time – The Operant Analysis approach allows more skills to be introduced in a shorter time frame, making it ideal for intensive intervention programs.

Final Thoughts

This study provides further evidence supporting more efficient acquisition models in behavior analytic interventions. While Set Analysis may work in some contexts, the flexible Operant Analysis approach appears to promote faster learning without compromising maintenance.

If you found this discussion useful and want to explore the original research, we highly recommend reading the full study:
➡ Chang, H., Nainani, T., & Kim, J. (2024). Comparison of Acquisition Criteria Applied to Individual and Sets of Tacts: A Systematic Replication. Behavior Analysis in Practice, 17, 632–637.
📖 DOI: 10.1007/s40617-024-00933-1