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Updated: Aug 15, 2026

Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism
Published on: October 3, 2018
Using Instructive Feedback to Expand Second Language of Children with Autism Spectrum Disorder
Barbara Rodriguez1, Catia Cividini-Motta1, Ariadna Martinez1
1Department of Child and Family Studies, University of South Florida, MHC2333, 13301 Bruce B. Downs Blvd., Tampa, FL 33612 USA.
None:
The misconception that teaching children with autism spectrum disorder (ASD) more than one language will cause delays in language acquisition could lead bilingual caregivers to not speak to their children in their heritage language. Therefore, researchers should investigate whether teaching a second language to children with ASD could hinder acquisition of communication skills. The purpose of this study was to evaluate the effects of direct teaching of Spanish auditory-visual conditional discriminations with instructive feedback in English on the acquisition of primary targets, secondary targets, and emergent relations (i.e., Spanish and English tacts) by children with ASD. All participants' responding met the mastery criterion for the primary targets and the inclusion of instructive feedback resulted in the acquisition of English auditory-visual conditional discriminations.
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