Document Type

Article

Journal/Book Title/Conference

Focus on Autism and Other Developmental Disabilities

Volume

27

Publisher

SAGE

Publication Date

2012

First Page

225

Last Page

236

Abstract

Children with autism often use newly acquired language in restricted contexts and with limited variability. Instructional tactics that embed generalization technology have shown promise for increasing spontaneity, response variation, and the generalized use of language across settings, people, and materials. This case example explores the integration of textual scripts and explicit engineering of transfer of stimulus control procedures to facilitate functional conversation skills of a young girl with autism. The generalized use of prepositions, coordinating conjunctions, and subordinating conjunctions was assessed within the context of natural conversation with teachers, parents, and peers. The intentional programming of training contexts has the potential to impact language spontaneity, generalization, and variability without relying on script fading conventions.

Comments

This is an Author's post-print. For the version of record, please visit: http://www.uk.sagepub.com/journals/Journal201875

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