Explicit-implicit instruction is a potentially effective approach for teaching grammatical forms to children with autism spectrum disorder1

Abstract

Q (1) Do children with autism spectrum disorder (ASD) learn to contingently apply a novel grammatical form with greater accuracy if taught using a combined explicit-implicit approach rather than implicit-only intervention approach? (2) Do more children with ASD who receive explicit-implicit instruction and learn to apply a novel grammatical form maintain accurate use of that form after a one-week delay and do they show better generalization to a play context compared to children who receive implicit only instruction? (3) Do the language, cognitive, or behavioral profiles of children with ASD who learn to apply the novel grammatical form with explicit-implicit instruction differ significantly from those who do not learn to use the marking?