Abstract
AbstractTwo studies were conducted to explore the effects of differential observing responses (DORs) on vocal tact acquisition in preschool‐age children of typical development. In Study 1 with three participants, an identity‐matching DOR was incorporated into tact instruction trials with novel visual stimuli. Acquisition rates were similar in the DOR condition and in a non‐DOR condition. In Study 2 with five new participants, the identity‐matching DOR was implemented as an intervention when standard discrete‐trial instruction failed to produce acquisition of tacts of compound stimuli. Two participants reached mastery after the identity‐matching DOR was introduced, whereas three participants' progress was unaffected. For those three, the identity‐matching DOR was replaced with a verbal DOR (tacting of stimulus components), but although one participant's correct responding increased, none reached mastery. Two participants ultimately reached mastery after a non‐DOR intervention. Conditions under which DORs facilitate stimulus control outside of MTS tasks remain to be identified.
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