Receptive language skills are critical for social, educational, and language development. It is common for children with autism spectrum disorders (ASD) to have impaired receptive language skills when compared to typically developing peers. Errorless learning strategies are commonly used instructional approaches to maximize the positive reinforcement through correct responses and minimize the opportunity for error. The literature has documented the numerous types of errorless learning procedures, but few studies evaluate the effectiveness of these strategies on teaching receptive language skills in young children with ASD. This capstone investigated the effects of two errorless learning strategies (positional prompting and progressive time delay). The participants were four males ranging in age from two-years-old to seven-years-old with varying expressive and receptive communication skills. The results indicated those five sessions were insufficient for children with moderate-to-severe communication deficits to demonstrate mastery of vocabulary using positional prompting or progressive time delay only.
