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Evaluating Tact Instruction in Two Languages for Bilingual Children with Autism Spectrum Disorder

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Title: Evaluating Tact Instruction in Two Languages for Bilingual Children with Autism Spectrum Disorder
Language: English
Authors: Xuehua Zhao (ORCID 0009-0001-2362-7215), Mirela Cengher (ORCID 0000-0001-6638-5212), Tianjiao Li (ORCID 0009-0004-8805-0877), Mariéle Diniz Cortez (ORCID 0000-0003-3301-8330), Caio F. Miguel (ORCID 0000-0002-5624-6718)
Source: Journal of Applied Behavior Analysis. 2026 59(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 25
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Bilingual Students, Autism Spectrum Disorders, Language Usage, Monolingualism, Language of Instruction, Instructional Effectiveness, Children, Verbal Operant Conditioning
DOI: 10.1002/jaba.70058
ISSN: 0021-8855
1938-3703
Abstract: Bilingual individuals can acquire two languages simultaneously or sequentially. Study 1 examined the effects of simultaneous instruction (introducing tacts in both languages at the same time) and sequential instruction (introducing tacts in English, followed by a second language after mastery) with four children with autism. Both instructional procedures were effective, but simultaneous instruction promoted better conditional discriminations between the two languages than sequential instruction. Study 2 compared monolingual with bilingual (sequential) instruction with three participants. Teaching tacts in a single language was substantially more efficient than teaching tacts in two languages for all participants. As in Study 1, participants required additional simultaneous teaching after mastering sequentially taught targets to establish conditional discriminations, whereas monolingual instruction required no additional teaching. These results indicate that monolingual instruction is more efficient than sequential bilingual instruction, although sequential bilingual teaching can still be effective. The findings have important implications for designing bilingual instruction.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1503332
Database: ERIC
FullText Text:
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  Data: Evaluating Tact Instruction in Two Languages for Bilingual Children with Autism Spectrum Disorder
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Xuehua+Zhao%22">Xuehua Zhao</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-2362-7215">0009-0001-2362-7215</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mirela+Cengher%22">Mirela Cengher</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6638-5212">0000-0001-6638-5212</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tianjiao+Li%22">Tianjiao Li</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-8805-0877">0009-0004-8805-0877</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mariéle+Diniz+Cortez%22">Mariéle Diniz Cortez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3301-8330">0000-0003-3301-8330</externalLink>)<br /><searchLink fieldCode="AR" term="%22Caio+F%2E+Miguel%22">Caio F. Miguel</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5624-6718">0000-0002-5624-6718</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Applied+Behavior+Analysis%22"><i>Journal of Applied Behavior Analysis</i></searchLink>. 2026 59(2).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 25
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Bilingual+Students%22">Bilingual Students</searchLink><br /><searchLink fieldCode="DE" term="%22Autism+Spectrum+Disorders%22">Autism Spectrum Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Monolingualism%22">Monolingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Language+of+Instruction%22">Language of Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Verbal+Operant+Conditioning%22">Verbal Operant Conditioning</searchLink>
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  Data: 10.1002/jaba.70058
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  Data: 0021-8855<br />1938-3703
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Bilingual individuals can acquire two languages simultaneously or sequentially. Study 1 examined the effects of simultaneous instruction (introducing tacts in both languages at the same time) and sequential instruction (introducing tacts in English, followed by a second language after mastery) with four children with autism. Both instructional procedures were effective, but simultaneous instruction promoted better conditional discriminations between the two languages than sequential instruction. Study 2 compared monolingual with bilingual (sequential) instruction with three participants. Teaching tacts in a single language was substantially more efficient than teaching tacts in two languages for all participants. As in Study 1, participants required additional simultaneous teaching after mastering sequentially taught targets to establish conditional discriminations, whereas monolingual instruction required no additional teaching. These results indicate that monolingual instruction is more efficient than sequential bilingual instruction, although sequential bilingual teaching can still be effective. The findings have important implications for designing bilingual instruction.
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  Data: As Provided
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  Data: 2026
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  Data: EJ1503332
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        Value: 10.1002/jaba.70058
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      – Text: English
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        PageCount: 25
    Subjects:
      – SubjectFull: Bilingual Students
        Type: general
      – SubjectFull: Autism Spectrum Disorders
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      – SubjectFull: Language Usage
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      – SubjectFull: Monolingualism
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      – SubjectFull: Language of Instruction
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      – SubjectFull: Children
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      – SubjectFull: Verbal Operant Conditioning
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      – TitleFull: Evaluating Tact Instruction in Two Languages for Bilingual Children with Autism Spectrum Disorder
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