OpenLB
Open Library of Bioscience

Incidental teaching and traditional discrete-trial procedures were used to teach two children with autism the expressive use of two color adjectives to describe preferred toys and food items. The two teaching procedures were performed in a classroom setting, and generalization and spontaneous usage were assessed at home with parents. The results demonstrated that traditional discrete-trial teaching was more efficient and produced faster acquisition and, initially, greater generalization. However, by follow-up, the incidental teaching methods resulted in equal retention, greater generalization, and equal or greater spontaneous usage. The findings indicate that although it takes a longer time for children with autism to learn with incidental teaching procedures, once they have acquired an ability, it may be more permanent. It is recommended that incidental teaching procedures be included in future language development programs for children with autism.