Correct responding to questions regarding events that have occurred in the past are important for conversations and safety. Limited research has demonstrated techniques for teaching this skill to children who do not successfully tact past events. The current study demonstrates a probe-fading method for teaching children to correctly tact stimuli they were exposed to in the past. Initially, experimenters asked a question about the item the participant has interacted with immediately after item engagement. Subsequently, experimenters systematically increased the time between participants interacting with an item and the question until participants mastered accurate reporting after a 30-min delay. Future directions when teaching delayed reporting are summarized.
