1. Definition
A tact is a label — a child names something they see, hear, feel, or experience in their environment.
Examples of tacts:
- “Car” when seeing a toy car
- “Cold” when touching ice
- “Dog” when hearing barking
- “Blue” when pointing to a crayon
A tact is different from a mand because the child is not asking for the item, they are simply labeling it.
2. Importance
Tacting is important because it helps children:
- Build vocabulary
- Communicate more clearly
- Participate in conversations
- Understand their environment
- Improve school readiness
- Strengthen social interactions
A strong tact repertoire leads directly into answering questions, describing things, and holding conversations.
3. Regular Example (How to Run a Tacting Trial During a Session)
This is what tacting looks like in a structured ABA session.
Step 1: Present the Item Clearly
Show the child one item at a time.
Use real items when possible (toy animals, balls, cups, crayons).
Hold it up and make sure the child is looking.
Step 2: Give the SD (“What is it?”)
Say one consistent instruction:
- “What is it?”
- “What do you see?”
- “Label this.”
Avoid saying “This is a…” because that functions as a prompt.
Step 3: Pause and Wait
Give the child 2–3 seconds to answer independently.
If the child:
- Labels correctly → Reinforce with praise
- Says nothing → Prompt the correct label
- Labels incorrectly → Model the correct label
Step 4: Prompt the Correct Response (If Needed)
Use the least intrusive prompt that will result in success:
- Full verbal model: “Dog.”
- Partial verbal: “Duh…”
- Sign model
- AAC model
- Gesture (pointing to the picture)
Remember: tacting is about labeling, not requesting — so you do not give the item as a reinforcer.
Step 5: Reinforce Socially
Reinforcement should be:
- Smiles
- Praise
- High-fives
- Token (if using a token system)
- Brief access to a non-related reinforcer
Examples:
- “Nice talking!”
- “Yes, dog!”
- “Great labeling.”
Avoid giving the item every time; that turns it into manding instead of tacting.
Step 6: Rotate Items
Mix up items so the child doesn’t memorize order.
Use a combination of:
- Objects
- Pictures
- Action photos
- Environmental sounds
Generalization is the key to functional tacting.
4. Real-World Example (Tacting in Everyday Routines)
Here’s how tacting happens naturally at home, school, or in the community.
Example: Grocery Store Trip
Parent and child walk past a produce section.
Child points toward the bananas.
Parent:
“What is it?”
Child: “Banana!”
Parent: “Yes, banana! Great labeling.”
No need to buy the banana — it’s not a mand.
You’re encouraging vocabulary in a natural moment.
Example: Car Ride
As the car moves, the child sees a bus.
Parent: “What do you see?”
Child: “Bus!”
Parent: “Yes, bus! You saw the bus.”
This builds spontaneous labeling.
Example: Bath Time
Parent pours bubbles into the tub.
Parent: “What’s this?”
Child: “Bubbles!”
Parent: “Bubbles, yes!”
Daily routines become vocabulary-building opportunities.
Example: Outdoor Play
A dog walks by at the park.
Parent: “What do you hear?”
Child: “Dog!”
Parent: “Yes, the dog is barking.”
This helps generalize tacts across settings, people, and experiences.
Example: Getting Dressed
While choosing clothes:
Parent holds up a shirt: “What color?”
Child: “Blue.”
Parent: “Yes, blue!”
Now the child is tacting colors, not just nouns.
Summary: How RBTs and Parents Should Run Tacting
- Present one item clearly
- Give a simple SD: “What is it?”
- Pause 2–3 seconds
- Prompt if needed
- Reinforce with social praise
- Do NOT give the item as a reward
- Rotate items frequently
- Practice labeling in real-life moments
Tacting is about building a meaningful vocabulary that the child can use everywhere — not just in therapy.