Brief Report: Using Computer-Assisted Multiple Exemplar Instruction to Facilitate the Development of Bidirectional Naming for Children with Autism Spectrum Disorder.

Three Mandarin-speaking preschoolers with autism used a laptop for 10 minutes a day.

The program showed many pictures and said each name out loud.

Kids had to click the picture when they heard the name, then later say the name when they saw the picture.

Researchers checked if the children could name new items they had never been taught.

All three children learned to name pictures both ways after only 3-5 short sessions.

They could also name brand-new pictures that looked similar to the ones they practiced.

Parents said their kids used the new words at home without prompting.

Rosales et al. (2012) did the same thing nine years earlier, but with live teaching instead of a computer.

Both studies show that showing many examples works for naming, whether a person or a screen delivers it.

Owen et al. (2024) used the same many-example method to teach kids to say things like 'red car' instead of just 'car.'

The computer program in Ptomey et al. (2021) gives the same boost to basic naming that Owen found for longer phrases.

Patton et al. (2020) taught joint attention using scripts, while T et al. used pictures and sounds.

Both got big gains, proving you can reach the same expressive goal through different doors.

You can run this program on any tablet during snack time or transitions.

No extra staff needed, and kids still learn to name things they never saw before.

Try it next week with five pictures your learner still calls 'that.'