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- Title
Social interaction skills for children with autism: a script-fading procedure for beginning readers.
- Authors
Krantz, P J; McClannahan, L E
- Abstract
Engaging in spontaneous social exchanges is a central skill deficit of children with autism, and one that is often difficult to remediate. The 3 boys (ages 4, 4, and 5 years) who participated in this study had acquired small verbal repertoires, but typically spoke only when answering questions or requesting preferred edible items or toys, and did not converse with a familiar teacher during baseline. During teaching, textual cues ("Look" and "Watch me") were embedded in the youngsters' photographic activity schedules; after learning to use the scripts, the children's verbal elaborations and unscripted interactions increased and were maintained when a new recipient of interaction was introduced. After scripts were faded, unscripted interactions not only continued but also generalized to different activities that had not been the topic of teaching. The script-fading procedure enabled children with autism to converse with adults, to benefit from adults' language models, and to engage in language practice that contributes to fluency.
- Publication
Journal of applied behavior analysis, 1998, Vol 31, Issue 2, p191
- ISSN
0021-8855
- Publication type
Journal Article
- DOI
10.1901/jaba.1998.31-191