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 language | English (US) |
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Pages (from-to) | 231-240 |
Number of pages | 10 |
Journal | American journal of speech-language pathology |
Volume | 17 |
Issue number | 3 |
DOIs | |
State | Published - Aug 2008 |
Keywords
- Autism
- Children
- Communication
- Conditional discrimination
- Generalized requesting
- Intervention