A review of recommendations for sequencing receptive and expressive language instruction.
We review recommendations for sequencing instruction in receptive and expressive language objectives in early and intensive behavioral intervention (EIBI) programs. Several books recommend completing receptive protocols before introducing corresponding expressive protocols. However, this recommendation has little empirical support, and some evidence exists that the reverse sequence may be more efficient. Alternative recommendations include teaching receptive and expressive skills simultaneously (M. L. Sundberg & Partington, 1998) and building learning histories that lead to acquisition of receptive and expressive skills without direct instruction (Greer & Ross, 2008). Empirical support for these recommendations also is limited. Future research should assess the relative efficiency of receptive-before-expressive, expressive-before-receptive, and simultaneous training with children who have diagnoses of autism spectrum disorders. In addition, further evaluation is needed of the potential benefits of multiple-exemplar training and other variables that may influence the efficiency of receptive and expressive instruction.
Texas Christian University, Fort Worth, Texas 76129, USA. a.petursdottir@tcu.edu
Anna Ingeborg
AI
Petursdottir
James E
JE
Carr
D001321:Autistic Disorder / Q000628:therapy*; D002675:Child, Preschool; D018479:Early Intervention, Educational; D006801:Humans; D007223:Infant; D007802:Language; D007805:Language Development Disorders / Q000628:therapy*; D007808:Language Therapy; D014705:Verbal Behavior