The terms “labeling” and “tacting” might sound like technical jargon, but they represent foundational building blocks of language in ABA therapy. One skill teaches basic vocabulary, while the other fosters meaningful connection and shared experience.
Consider this: a young client in our in-home ABA program had a deep fascination with trains. He could effortlessly label every car type—”engine,” “caboose,” “boxcar.” But the moment he began tacting, pointing to his wooden set and exclaiming, “The long train is going up the hill!” his communication transformed. For his family, it was a breakthrough moment—he wasn’t just naming; he was sharing his world with them.
Let’s explore these two critical concepts and their distinct roles in language development.
Understanding Verbal Operants in ABA
To grasp labeling and tacting, it helps to understand that ABA views language through the lens of function, not just form. These functions are called verbal operants, a classification system developed by psychologist B.F. Skinner. Key operants include:
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Mand: Requesting or asking for something (e.g., “Cookie, please”).
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Tact: Commenting on or describing the environment (e.g., “That’s a big cookie!”).
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Echoic: Repeating a heard word or sound (e.g., Therapist says “cookie,” child says “cookie”).
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Intraverbal: Answering a question or responding in conversation (e.g., “What do you eat?” → “Cookie”).
While “labeling” is a common term used by parents and teachers for naming, “tacting” is the specific, functional term used in ABA to describe expressive commenting.
What Is Labeling?
In everyday terms, labeling is the act of identifying or naming something. It occurs when a child sees an object, person, or action and can verbally produce its correct name.
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Examples:
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Seeing a ball and saying “ball,” pointing to a cat and saying “cat,” or looking at a picture of an apple and saying “apple.”
Labeling forms the essential foundation of vocabulary development. It teaches children that specific words correspond to specific things in their environment, which is a critical first step in language acquisition.
What Is Tacting?
Tacting is a specific verbal operant. It goes beyond simple naming to involve commenting on, describing, or sharing an observation about the environment, typically directed toward another person.
- Examples:
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Hearing a siren and saying, “That’s loud!”; feeling rain and saying, “It’s wet!”; seeing a sibling cry and saying, “She is sad.”
Tacting is inherently social. It’s not just about knowing a word; it’s about using language to engage, share an experience, and connect with others.
Labeling vs. Tacting: Key Differences
| Aspect | Labeling | Tacting |
|---|---|---|
| Definition | Naming or identifying an object, person, or action. | Describing, commenting on, or sharing an observation about the environment. |
| Example | Seeing a dog and saying “dog.” | Seeing a dog and saying “The fluffy dog is running!” |
| Social Component | Can be a solo, non-social act. | Is a social act, typically directed to a listener to share information. |
| Complexity | A foundational, early-language skill. | A more advanced skill that builds upon labeling and involves observation and description. |
| Primary Goal | To build vocabulary and object recognition. | To build conversational skills, social connection, and descriptive language. |
Think of labeling as learning the words in a dictionary, while tacting is using those words to tell a story and connect with someone else.
How ABA Therapy Teaches These Skills
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Teaching Labeling: This often involves discrimination training (e.g., showing two objects and asking, “Which is the cup?”), massed practice across various items, and using positive reinforcement for correct responses.
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Teaching Tacting: This is often woven into Natural Environment Teaching (NET). A therapist might model a tact during play (“Wow, this tower is so tall!”) and encourage the child to imitate, then gradually fade the prompt. The goal is to have the child spontaneously comment on their surroundings.
Why This Distinction Matters for Autism Support
Many children with autism can learn to label proficiently. However, the social, shared nature of tacting can be more challenging. Without developing this skill, communication may remain transactional (focused on wants and needs) rather than becoming a social, sharing experience. Emphasizing tacting in therapy helps children:
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Move beyond rote vocabulary to flexible, descriptive language.
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Initiate social interactions by commenting on shared experiences.
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Build the foundation for conversation and storytelling.
How Parents Can Support Both Skills at Home
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For Labeling: Use daily routines and play to practice naming. During laundry, name clothing items; during meals, name foods. Keep it light and reinforce attempts.
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For Tacting: Be a “sports-caster” for your child’s world. Narrate what you see, hear, and feel in a descriptive way (“I hear a loud airplane!” “Your hands are sticky from the apple.”). Then, pause and see if your child adds their own comment. Ask open-ended questions like “What’s happening?” or “What do you see?”
The Role of Professional Guidance
While parents can foster these skills, a structured ABA program provides the systematic, individualized instruction necessary for significant progress. A Board Certified Behavior Analyst (BCBA) can assess your child’s specific language profile, design goals that sequentially build from labeling to tacting, and train parents on effective techniques.
At Happy Haven ABA, our therapy programs are designed to build communication from the ground up. We celebrate each milestone, from a first label to a spontaneous, shared comment. Our South Carolina-based services, including In-Home ABA Therapy and Parent Training, equip children and families with the tools for more meaningful, connected communication every day.
FAQs
1. Why is tacting considered more advanced than labeling?
Tacting requires not only knowing a word but also observing an event or property in the environment and then initiating a social act by sharing that observation with someone else. It involves an additional layer of social awareness and cognitive processing.
2. Can all children with autism learn to tact?
While every child’s journey is unique, tacting is a teachable skill for most. The pace and methods may vary, but by breaking down the components and using motivating, natural opportunities, ABA therapy can effectively help children develop this critical communicative function.
3. How can I tell if my child is labeling or tacting?
Observe the context and social intent. If your child names an object without looking to you for a reaction, it’s likely labeling. If they look at you, bring you over to see something, or make a comment about what’s happening to share the experience, they are tacting. Celebrate both, and gently expand tacts by adding a descriptive word to their label.
Sources:
https://pmc.ncbi.nlm.nih.gov/articles/PMC11668748/
https://pmc.ncbi.nlm.nih.gov/articles/PMC9620673/https://link.springer.com/article/10.1007/s10803-024-06388-1
https://marybarbera.com/teaching-body-parts-children-autism/
https://onlinelibrary.wiley.com/doi/10.1002/bin.2069
