One common best practice recommendation for teaching receptive labels to individuals diagnosed with autism spectrum disorder is for the stimulus array to be arranged outside of the view of the learner. Another strategy that may have benefits would be to arrange the stimuli in view of the learner. The purpose of this study was to compare the relative effectiveness and efficiency of arranging the stimulus array in view versus out of view of the learner when teaching receptive labels to three children diagnosed with autism spectrum disorder. The results of an adapted alternating-treatments design demonstrated that both conditions were effective, and all participants reached the mastery criterion on all training sets. However, the in-view condition was more, or equally, efficient with respect to sessions to mastery when compared to the out-of-view condition. The results are discussed with respect to clinical and research implications for best practice recommendations related to teaching receptive language.

向被诊断患有自闭症谱系障碍的个体教授接受标签的一种常见最佳实践建议是将刺激阵列布置在学习者的视野之外。另一种可能有好处的策略是根据学习者的观点安排刺激。本研究的目的是比较在向被诊断患有自闭症谱系障碍的三名儿童教授接受标签时，在学习者的视野和视野之外安排刺激阵列的相对有效性和效率。适应交替治疗设计的结果表明，这两种情况都是有效的，并且所有参与者在所有训练集上都达到了掌握标准。然而，视野中的条件更多，或同样，与看不见的情况相比，在掌握会话方面效率很高。讨论了与教学接受性语言相关的最佳实践建议的临床和研究影响的结果。