K. A. Reagon

PARENT-IMPLEMENTED SCRIPT FADING TO PROMOTE PLAY-BASED VERBAL INITIATIONS IN CHILDREN WITH AUTISM

We trained 3 mothers of children with autism to create, implement, and systematically fade scripts to promote vocal initiations during play. All 3 childrens scripted and unscripted initiations increased after the introduction and fading of scripts, and unscripted initiations were maintained at the 2-week follow-up. The results indicate that parents of children with autism can successfully implement script-fading procedures in their homes and that these procedures are effective methods to increase vocal initiations during play.

Using Video InstructionProcedures with and without Embedded Text to Teach Object Labeling to Preschoolerswith Autism: A Preliminary Investigation

Three preschoolers diagnosed with autism were taught how to expressively label common food items using video instruction with and without embedded text. Twenty unknown stimuli were randomly assigned to either the embedded text or no-embedded text condition. Using a commercially available video editing program, a DVD was created that presented test stimuli (photographs of food items) with the auditory instruction: “What is it?” followed by the auditory presentation of the name of the stimulus. Stimuli in the embedded text condition also included the typed name of the item below the picture. All instruction was presented via a DVD player and viewed on a 19-inch television. Probe sessions were conducted after teaching sessions via the DVD player to assess correct responses. While the impact of including embedded text was somewhat unclear, all participants acquired expressive object labeling skills by watching the DVD.