Using a Direct Instruction Procedure in Teaching Receptive Language to Children With Autism

Abstract

Children with autism have problems with receptive language. The purpose of this study was to evaluate the effect of using direct instruction in teaching receptive language skills to children with autism. The sample consisted of 18 students with autism, their age ranged between five and seven years. All participants had autism that affected their receptive language performance. An experimental design was used to compare the receptive language skills of nine students in the experimental group who received a direct instruction program with nine students in the control group who received traditional instruction. The teachers carried out 14 sessions. The results indicated that there were significant improvement differences between the two groups in favor of receptive language skills of children with autism in favor of the experimental group. The study was practical, low cost, and easy to implement the procedure to improve receptive language skills for children with autism. The results and their implications are discussed further.