A comparison of methods for teaching receptive labeling to children with autism spectrum disorders: a systematic replication.

Two boys with autism needed to learn receptive labels. The team compared two ways to teach them.

One way started with simple one-item trials, then added more items. The other way used three items from the start. Each boy tried both ways in an alternating-treatments design.

Starting with the three-item conditional-only array won. Both boys learned faster and with fewer errors.

The simple-to-conditional path took extra sessions that did not help. Skipping it saved about 30 percent of teaching time.

O'Neill et al. (2022) also shaved time off expressive-label training by using a progressive prompt delay. Together the papers show that small setup tweaks—array size or prompt timing—can speed DTT for labels.

Peters et al. (2013) ran a quick five-minute assessment to pick the best error-correction method. Koegel et al. (2014) did the same for array format. Both prove that brief pre-tests can guide your whole teaching plan.

Al-Nasser et al. (2019) showed that clear visuals keep instructors on script. Using their pictorial packets could help staff run the conditional-only method with high fidelity.

If you run receptive-label programs, drop the single-item warm-ups. Begin with a three-item conditional array and watch acquisition curves climb faster. One quick pilot comparison on each new learner can confirm the win, then you can spend saved trials on tougher language goals.