Designing Receptive Language Programs: Pushing the Boundaries of Research and Practice

Abstract

Initial difficulty with receptive language is a stumbling block for some children with autism. Numerous strategies have been attempted over the years, and general guidelines for teaching receptive language have been published. But what to do when all else fails? This article reviews 21 strategies that have been effective for some children with autism. Although many of the strategies require further research, behavioral practitioners should consider implementation after careful review. The purpose of this article is to help behavior analysts in practice to categorize different teaching procedures for systematic review, recognize the conceptually systematic rationale behind each strategy, identify different client profiles that may make 1 strategy more effective than another, and create modifications to receptive language programming that remain grounded in research.

The Effects of Standard and Enhanced Data Sheets and Brief Video Training on Implementation of Conditional Discrimination Training

“…This finding supports other research findings that use of this set of recommendations and this data sheet can be taught relatively quickly either through live training or e-learning (Geiger, LeBlanc, Hubik, Jenkins & Carr, 2018). Practice recommendations are often based on a combination of synthesized empirical evidence and practical clinical experience (e.g., Grow & LeBlanc, 2013;Lamarca & LaMarca, 2018;Leaf, Cihon, Leaf, McEachin & Taubman, 2016). It is important to experimentally evaluate those that do not yet have experimental support, as was the case with the recommendation to use a structured data sheet.…”

Using Teaching Activities for Developing Some Receptive Language Skills determined in the light of The (ABLLS-R) at children with Autism Spectrum Disorder Integrated in Primary Schools

“…According to Cook (2017) children with ASD need some fun classroom activities as they usually have difficulty with acquiring receptive language skills. This result coincides with those of many previous studies such as that of LaMarca & LaMarca ( 2018) who reached the result that teaching activities helped decrease the difficulties associated with receptive language skills mainly at autistic learners. Charman et al, (2003a) Fulton & D'Entermont, (2013 and Luyster et al, (2007) similarly agreed that using repetitive, simple structured teaching activities can help autistic children learn better.…”

“…It comes in a form of; (a) vocal instruction, and might also be visual as well, (b) particular non-vocal response (behavior) and (c) delivered reinforcers (praise). (Kaminski & Machado, 2019 ;LaMarca & LaMarca, 2018). Examples of receptive language skills that involve simple discriminations are; teaching a child to respond to his name or to look when asked to or to follow simple instructions.…”

A comparison of stimulus set size on tact training for children with autism spectrum disorder

“…That is, it is first recommended to include one stimulus per set and increase to a total of three stimuli per set. In comparison, other published recommendations suggest including stimulus sets of at least three stimuli throughout receptive identification training (e.g., Grow & LeBlanc, ; LaMarca & LaMarca, ; MacDonald & Langer, ). Training and including a minimum of three stimuli in an array is recommended to teach the learner to engage in behavior necessary for acquisition of conditional discriminations (e.g., comparing stimuli within an array, scanning the array) as well as to minimize the development of faculty stimulus control (e.g., side bias, matching by exclusion) during training.…”