Teaching receptive labels — the ability to identify or select a stimulus when named by another person — is among the foundational targets in early ABA programming for learners with autism spectrum disorder. A learner who can receptively identify a wide vocabulary of objects, pictures, actions, and concepts has access to environmental information in a way that supports both further language development and broader participation in educational and social contexts.
Provider: Autism Partnership Foundation
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Join Free →In this Research Deep Dive, Julia discusses the APF research article "Evaluating Three Methods of Stimulus Rotation when Teaching Receptive Labels". Julia discusses differing methods of stimulus rotation when teaching receptive labels and the rationales behind each method, gives an overview of the research methodology used in the study, and discusses the conditions under which each stimulus rotation method may be most beneficial for learners with autism spectrum disorder
| Certification Body | Credits | Type |
|---|---|---|
| BACB | 40 | General |
Dig into the research behind this topic — plain-English summaries written for BCBAs.
258 research articles with practitioner takeaways
256 research articles with practitioner takeaways
236 research articles with practitioner takeaways
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.