The Effects of English and Spanish Instructional Sequences on the Acquisition of Conditional Discriminations.
There is limited behavior analytic research evaluating the impact of teaching in both the familial and culturally dominant languages in bilingual children with autism. The purpose of this study was to examine the effects of instructional sequences and language preference on the rate of acquisition o...
| Published in: | Behavioral Interventions Vol. 40; no. 2; pp. 1 - 11 |
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| Main Authors: | , , , , |
| Format: | research tables/charts Journal Article |
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Wiley-Blackwell
Apr2025
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=184680089&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 184680089 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10720847 BUJ jtl: Behavioral Interventions issn: 10720847 maglogo: Y pubinfo: dt: Apr2025 vid: 40 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 184680089 184680089 184680089 10.1002/bin.70005 184680089 ppf: 1 ppct: 10 formats: tig: atl: The Effects of English and Spanish Instructional Sequences on the Acquisition of Conditional Discriminations. aug: au: Romo, Christine Lechago, Sarah A. Martin, Arabelle Santiago Rodrigues, Jade L. Carrera, Jennifer affil: Texana Center, Rosenberg Texas,, USA sug: subj: Conditioning (Psychology) In Infancy and Childhood Spanish Language Education English Language Education Teaching Methods Multilingualism In Infancy and Childhood Autism Spectrum Disorder In Infancy and Childhood Outcomes of Education Evaluation Task Performance and Analysis In Infancy and Childhood Human Communication Skills Skill Acquisition Communication Skills Training Speech Perception Grammar Comparative Studies Behavior Modification Verbal Behavior Male Female Child Child: 6-12 years Male Female ab: There is limited behavior analytic research evaluating the impact of teaching in both the familial and culturally dominant languages in bilingual children with autism. The purpose of this study was to examine the effects of instructional sequences and language preference on the rate of acquisition of a receptive identification task targeting English and Spanish nouns with three Spanish‐English bilingual children with autism. An adapted alternating treatments design was employed to compare three instructional sequences: (1) English‐Spanish, (2) Spanish‐English, and (3) mixed. Results for one participant demonstrated the mixed language training sequence to be the most efficient training sequence, while the Spanish‐English sequence was most efficient for the other two participants. Language preference did not appear to impact learning. The results of this study are discussed in terms of the Naming Theory (Horne and Lowe 1996), and providing culturally responsive care to bilingual learners with autism. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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