There is limited research that has evaluated second language acquisition in children diagnosed with autism spectrum disorder (ASD). Children with ASD display deficits in social communication and social interaction. Within bilingual families, challenges associated with communication may be further exacerbated when children are taught communication skills in the non-native language. Therefore, the purpose of the current study was to evaluate the effects of tact training on the emergence of derived relations between English and Spanish words and pictures in children with ASD. Participants were taught to tact pictures in English and Spanish. Posttests were given to evaluate the emergence of untrained listener and intraverbal relations. The results demonstrated that tact training led to the emergence of all untrained relations among stimuli for all participants, and participants were able to translate between English and Spanish in the absence of the item. The results support the use of equivalence-based instruction through tact training as it is a time- and cost-efficient method of instruction.
|School:||The Chicago School of Professional Psychology|
|Department:||Applied Behavioral Analysis|
|School Location:||United States -- Illinois|
|Source:||MAI 81/6(E), Masters Abstracts International|
|Subjects:||Foreign language education, Disability studies, Cognitive psychology, Behavioral psychology|
|Keywords:||Equivalence-based instruction, Second language learning, Stimulus equivalence, Tact training|
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