Further Evaluation of the Stimulus Pairing Observation Procedure with Children with Autism Spectrum Disorder.

Leslie and colleagues tested the stimulus-pairing observation procedure (SPOP) with children with autism. Kids simply watched pictures and heard words paired together. No responses were required. The team then checked if the children could name the pictures (tact) and point to them when named (listener).

The study used a single-case design. All participants had autism spectrum disorder. The goal was to see if brief observation sessions could create new word-picture relations without direct teaching.

Every child learned both tact and listener relations after SPOP. They could name new items and select them when asked. The skills appeared without extra training trials. Maintenance data showed the words stuck around.

Alzrayer et al. (2022) extends this work. They added match-to-sample drills after SPOP. Preschoolers with autism still gained listener responses quickly. The extra step did not slow learning.

Rosales et al. (2012) tried SPOP first, but with neurotypical preschoolers learning a second language. They also saw gains, showing the procedure works across populations. Their kids needed multiple-exemplar training to finish some relations, unlike the autism group in Leslie et al.

Lepper et al. (2017) looks different at first glance. They used response-contingent pairing where children pressed a button before hearing sounds. Vocalizations increased more than with passive pairing. This seems to clash with Leslie’s observation-only method. The key difference is the target skill: Lepper wanted more speech sounds; Leslie wanted full word relations. Both approaches work, but for different goals.

You can use SPOP as a low-effort first step when introducing new vocabulary. Let the child watch and listen for a few minutes. Then test for emergent tacts and listener responses. If the child does not respond, add brief match-to-sample or naming drills. This saves teaching time and keeps sessions fun. Try it during natural breaks or while setting up other tasks.