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

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 and no-no prompts) were effective in producing the same generalization outcomes with the remaining two participants.