Script fading as a procedure for teaching unscripted language to children with autism.
Item
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Title
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Script fading as a procedure for teaching unscripted language to children with autism.
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Identifier
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AAI3083645
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identifier
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3083645
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Creator
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Brown, John Lloyd.
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Contributor
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Adviser: Claire L. Poulson
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Date
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2003
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Language
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English
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Publisher
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City University of New York.
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Subject
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Psychology, Behavioral | Psychology, Developmental
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Abstract
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Script fading was used as a language instruction technique to promote conversational speech among individuals with autism during simulated shopping trips and during visits to community stores. Using a multiple-baseline-across-settings experimental design, the effectiveness of script fading was examined for three youths with autism. During pre-test trips to community stores all three youths failed to engage in any conversational interaction. Following the community pre-tests, during the response-contingent modeling phases, all three youths demonstrated near zero rates of conversational interactions. With the introduction of the script-fading procedure, all three youths successfully learned to use the scripted statements in conversations during a series of simulated shopping trips. As the scripts were faded, from last word to first word, rates of unscripted statements systematically increased. All three participants also demonstrated generalization of their newly acquired conversation skills to untrained stimuli. In addition, all three youths demonstrated generalization of their conversation skills during community shopping trips to local retail stores. The script-fading procedure enabled youths with autism to engage in appropriate conversation, during shopping trips, that was under the control of environmental, as opposed to teacher-controlled stimuli.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
