Teaching Young Children with Disabilities to Label Nonvisual Stimuli

Typically developing children learn to name things without explicit teaching (Fiorile & Greer, 2007), but this is not always possible when teaching a child with a disability such as autism (Olaff et al., 2017). Labels of nonvisual and internal stimuli are generally harder to teach than visual ones due to the absence of physical reference and the transient nature of nonvisual stimuli. This article outlines seven steps of teaching labels of nonvisual and internal stimuli to learners with disabilities.