Teaching a young child with autism to request assistance conditionally: A preliminary study

Joe E Reichle, Patricia L. Dropik, Elizabeth Alden-Anderson, Tom Haley

Research output: Contribution to journalArticlepeer-review

14 Scopus citations

Abstract

Purpose: Investigators taught a 5-year-old boy with autistic disorder and severe language delay to conditionally use requests for assistance. Method: A within-participant multiple-probe design across 3 functional tasks was implemented in order to evaluate the child's acquisition and conditional use of requests for assistance during intervention with each task. Results: Results indicated initial acquisition of requests for assistance followed by a brief period of overgeneralization. As independence in completing a task increased, requests for assistance correspondingly decreased. The participant's conditional use of requests for assistance and independent task completion were sustained across time. Conclusion: This study highlights the need to assess conditional use of newly taught communicative behavior.

Original languageEnglish (US)
Pages (from-to)231-240
Number of pages10
JournalAmerican journal of speech-language pathology
Volume17
Issue number3
DOIs
StatePublished - Aug 2008

Keywords

  • Autism
  • Children
  • Communication
  • Conditional discrimination
  • Generalized requesting
  • Intervention

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