A pragmatic approach to increase expressive language skills in young autistic children.

Five preschool boys with autism stayed on a hospital unit for six weeks. Staff ran play routines and talked constantly, modeling short phrases the boys could use.

Every time a child tried to communicate, adults gave the item or action right away. No drills, just natural play with lots of language input.

After the program, the boys used longer sentences and more grammar. Their understanding of words also improved.

Parents and ward staff noticed the gains carried over to meals, play, and bedtime on the unit.

Wilkinson et al. (1998) kept the naturalistic feel but swapped live models for a voice-output device in daycare. Kids still talked more, showing the method works with or without high-tech help.

Wilson (2013) compared video clips to live adults in preschool classrooms. Some children learned better from videos, others from people. The takeaway: try both formats and watch the data.

Fullana et al. (2007) used quick table-top trials instead of playful modeling. Their toddlers also learned spontaneous words, proving drill and play can both succeed.

You do not need fancy gear or long sessions. Set up short play routines the child already enjoys, model short useful phrases, and deliver the reinforcer the moment the child tries to talk. Track length and complexity for a week; if you see jumps, keep the routine. If not, test a quick video model or add brief discrete trials until you find the blend that works for that learner.