An Evaluation of the Effectiveness of Textual and Auditory Presentation of Scripts to Children with Autism Spectrum Disorder
Class
Article
College
Emma Eccles Jones College of Education and Human Services
Faculty Mentor
Thomas Higbee
Presentation Type
Oral Presentation
Abstract
Children with autism often have difficulty producing spontaneous language and social initiations (American Psychiatric Association [APA], 2013). Current research suggests that scripts are an effective tool for teaching children diagnosed with autism play based initiations (Reagon & Higbee, 2009). While there are data to support the effectiveness of script and script fading procedures, there is little to no information regarding the relative effectiveness of the auditory versus textual script formats for children with autism. The purpose of the present investigation was to determine which script format, auditory or textual, was the most efficient at producing contextually-appropriate spontaneous language in three children between 3 and 5 years old with autism.
Location
Room 154
Start Date
4-12-2018 12:00 PM
End Date
4-12-2018 1:15 PM
An Evaluation of the Effectiveness of Textual and Auditory Presentation of Scripts to Children with Autism Spectrum Disorder
Room 154
Children with autism often have difficulty producing spontaneous language and social initiations (American Psychiatric Association [APA], 2013). Current research suggests that scripts are an effective tool for teaching children diagnosed with autism play based initiations (Reagon & Higbee, 2009). While there are data to support the effectiveness of script and script fading procedures, there is little to no information regarding the relative effectiveness of the auditory versus textual script formats for children with autism. The purpose of the present investigation was to determine which script format, auditory or textual, was the most efficient at producing contextually-appropriate spontaneous language in three children between 3 and 5 years old with autism.