Evaluation of Instructive Feedback as a Strategy for Generalizing Tacts Across Primary and Secondary Languages.

Researchers tested a teaching method called 'instructive feedback' to help autistic children from Spanish-speaking families learn to name objects in both Spanish and English. Four children participated in the study. The method worked well for two children, helping them learn new words in both languages. The other two children needed extra help like practice and prompts to achieve the same results.

This suggests the teaching method can be helpful but may need to be adjusted for individual children.

This study examined whether instructive feedback (IF) could help four autistic children from Spanish-speaking families learn to name objects in both their primary and secondary languages. Using a multiple baseline design, researchers tested whether children could generalize tact (labeling) skills across languages and to new, untrained examples. Results showed IF was effective for two participants in promoting generalization across novel stimuli in both languages. The remaining two participants required additional training components including rehearsals and prompts to achieve the same outcomes.

This research contributes to understanding how language learning strategies can be adapted for bilingual autistic children.

Instructive feedback shows promise for teaching language skills across primary and secondary languages in autistic children from bilingual families. However, individualized approaches incorporating additional training components may be necessary for some children to achieve optimal generalization outcomes.

Small sample size of four participants limits generalizability. Study design described as nonconcurrent multiple baseline but specific methodological details not provided in abstract. No information about participant characteristics, baseline abilities, or maintenance of gains reported.

Research has shown that instructive feedback (IF) facilitates the generalization of tacts in individuals with autism spectrum disorder (ASD). However, no study to date has examined the effects of IF on the emergence of tacts across primary and secondary languages with both trained and non-trained exemplars. This study evaluated the efficacy of IF in promoting the generalization of tacts across languages using a nonconcurrent multiple baseline design with four participants with ASD from Spanish-speaking families. The results demonstrated that IF was effective at producing generalization across novel stimuli exemplars in primary and secondary targets for two of the four participants.

Additional training components (i.e., rehearsals andprompts) were effective in producing the same generalization outcomes with the remaining two participants.