Teaching with acoustical guidance (TAG) is a behavioral intervention that involves the delivery of an audible stimulus contingent on the performance of the desired response (Stokes et al., 2010), and may also be used in intervention packages, such as TAGteach (TAGteach International, 2004). TAG, TAGteach, or both, have been evaluated in a variety of domains including sports (e.g., Ennett et al., 2020; Harrison & Pyles, 2013; Quinn et al., 2015), gait rehabilitation (Baram & Miller; 2007; Cassamassima et al., 2014), and daily living skills (Wertalik et al., 2018); however, the terms TAG and TAGteach have been used somewhat inconsistently in the literature. The purpose of this poster is to discuss the findings of our scoping review on TAG and TAGteach interventions and to explicitly differentiate these two interventions. This scoping review followed the systematic methodology guidelines outlined in PRISMA-SR. In doing so, we searched MEDLINE, PsychINFO, and ERIC to locate peer-reviewed articles written in English that incorporated an audible stimulus to provide feedback during skill acquisition. Two independent reviewers screened the articles and extracted and synthesized the data. The results will be discussed within the context of practical implications and suggestions for future research.
The purpose of this study was to evaluate the effects of presession and interspersed attention in the disruptive behaviors and academic achievement of an elementary school student with disruptive behavior. Social validity measures were also conducted at the completion of the study to determine the student’s perception of the intervention as well as the teacher’s opinions pertaining to the feasibility of implementation and overall effectiveness of the intervention. Visual analysis of results indicated a decrease in disruptive behaviors during both presession and interspersed interventions, as well as an overall increase in academic achievement across treatment conditions. Social validity measures indicated the student was satisfied overall with the intervention and felt that it had a positive impact on his classroom behavior. Additionally, social validity measures completed by the classroom teacher indicated that while both interventions were reasonable to implement, appropriate for addressing the student’s disruptive behaviors, did not detract from the learning environment, and possibly improved classroom productivity, she preferred the presession attention intervention based on its simplicity and ease of implementation.