We know many children with autism typically have difficulty understanding language. These difficulties can be subtle. For example, a child may have difficulty understanding humor. In other cases, they may be more pronounced. That is, a child may respond to little or no language that is spoken to him or her. Taking this fact into account, most ABA programs will teach a child using simple and concise language at the beginning stages of the program. For example, if the goal is to teach a child to imitate a ‘clap’ the teacher would simply say, “Do this” or “Copy me” while demonstrating the action. The instruction would be limited to as few words as possible (in this example, two words and then a demonstration of the action). The teacher would refrain from using a longer instruction that contains more words such as, “okay, now I’m going to do something and I want you to watch me and then copy me after I’m done. Are you ready?” For a child who has difficulty understanding language, this instruction is laden with words that are unnecessary to complete the instruction and probably will include many words that the child does not presently know. Another example of this can be seen with one-word instructions given to children when attempting to teach them to perform actions. With this type of program, an instruction to the child may include something like “clap” or “stand up” and the child would perform the action. The general idea is here is to use fewer, and simpler words to evoke the desired response from the child.
Therefore, in the initial stages of an ABA program, the more concise and simpler the instruction, the more successful the child will be. It is important to note that the simplicity or complexity of language used should be based on the child’s language repertoire at the time of assessment. Over time, and with success, simple and concise instructions will be elaborated and more language will be incorporated into the instruction.