Background: Accurate and meaningful assessment of language and communication skills to monitor child progress is the cornerstone to appropriate intervention for children with complex communication needs (CCN; Brady et al., 2016; Rowland et al., 2012). Despite this need, there is a lack of high quality and validated measurement of young children…

A pre-test showed that three pre-school children with autism had difficulty learning to match spoken words to objects (receptive identification). Therefore, they were first taught to match environmental sounds to objects (e.g., to touch a tambourine, when they heard the sound of the tambourine) and then to match spoken words to other objects while…