Using a Textual Prompt to Teach Multiword Requesting to Two Children With Autism Spectrum Disorder.

Abstract:

:Autism spectrum disorder is characterized by social and communication impairment, but some children appear to have relative strength in areas such as reading printed words. The present study involved two children with limited expressive communication skills, but relatively stronger reading ability. Based on this existing strength, we evaluated a textual prompting procedure for teaching the children to produce multiword spoken requests. The effect of providing textual prompts on production of multiword requests was evaluated in an ABAB design. The results showed that multiword requests increased when textual prompts were provided and decreased when the prompts were removed. In subsequent phases, the textual prompts were successfully faded by gradually making the printed text lighter and lighter until eventually the prompts were eliminated altogether. We conclude that identification of children's strengths may assist in identifying effective prompting procedures that could then be used in teaching functional communication skills.

journal_name

Behav Modif

journal_title

Behavior modification

authors

Roche L,Carnett A,Sigafoos J,Stevens M,O'Reilly MF,Lancioni GE,Marschik PB

doi

10.1177/0145445519850745

subject

Has Abstract

pub_date

2019-11-01 00:00:00

pages

819-840

issue

6

eissn

0145-4455

issn

1552-4167

journal_volume

43

pub_type

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