Language preference and reinforcing efficacy of praise in bilingual children with disabilities

Clay et al. (2020) asked a simple question. Do bilingual kids with disabilities care which language you praise them in?

They ran a 5-minute test. The child could work for English praise or Spanish praise. The team counted which praise kept the child working harder.

All kids had disabilities and spoke both languages at school.

Most kids showed no clear winner. English praise and Spanish praise kept them working about the same.

One child did work a bit harder for Spanish praise. For him, Spanish praise was the stronger reinforcer.

Bottom line: quick check first, then pick the language that wins or use either one if it's a tie.

Lee et al. (2019) reviewed 18 studies. They found small but steady gains when interventions used the child's heritage language. Clay's single case fits that pattern for the one child who preferred Spanish praise.

Lim et al. (2018) saw bigger play gains when instructions were given in the heritage language. Clay saw only a tiny edge for Spanish praise. The difference is the target: Lim looked at teaching cues, Clay looked at praise itself.

Baez et al. (2026) ran almost the same test with picture-exchange users. They also found mixed results—some kids liked Spanish, others did not care. The pattern repeats: preference is personal, so assess, don't assume.

You can save time and avoid guesswork. Run a 5-minute concurrent-operant assessment before you start praise-heavy programs. If the data show a clear favorite, use that language for praise and feedback. If the lines are on top of each other, relax—English or Spanish will work. Either way, you are delivering culturally smart ABA without extra effort.