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<p>Picture-based communication systems can effectively convey meaning to a listener regardless of the listener's language fluency. In other words, picture-based communication systems can serve as a means of cross-lingual communication. The current study employed a concurrent schedule assessment to measure the allocation of responses between two languages of four pre-kindergarten students with autism. We reversed contingencies (i.e., switched the language with which we responded) to ensure the allocation was due to the researcher's language use rather than some other variable (i.e., preference for the left side). Results showed three response patterns: two students consistently allocated to Spanish (i.e., had a preference), one student consistently chose pictures from the left side regardless of the language (suggesting either a side bias or no language preference), and one student began allocating to one language but did not maintain this allocation following several contingency reversals. These results suggest that users of picture-based augmentative and alternative communication systems may prefer the language used by their communication partner, and that a concurrent schedule arrangement can help identify the student's language preference. We discuss limitations and future directions for assessing language preferences.</p>

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An Evaluation of Language Preference between Spanish and English with Picture Exchange Users

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月5日

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  • Alexandra N. Mercado Baez,
  • Tyler-Curtis C. Elliott,
  • Ana Grullon,
  • Kevin M. Ayres

摘要

Picture-based communication systems can effectively convey meaning to a listener regardless of the listener's language fluency. In other words, picture-based communication systems can serve as a means of cross-lingual communication. The current study employed a concurrent schedule assessment to measure the allocation of responses between two languages of four pre-kindergarten students with autism. We reversed contingencies (i.e., switched the language with which we responded) to ensure the allocation was due to the researcher's language use rather than some other variable (i.e., preference for the left side). Results showed three response patterns: two students consistently allocated to Spanish (i.e., had a preference), one student consistently chose pictures from the left side regardless of the language (suggesting either a side bias or no language preference), and one student began allocating to one language but did not maintain this allocation following several contingency reversals. These results suggest that users of picture-based augmentative and alternative communication systems may prefer the language used by their communication partner, and that a concurrent schedule arrangement can help identify the student's language preference. We discuss limitations and future directions for assessing language preferences.