Acquisition of Appropriate Responses to Questions by a Youth with Autism : Language Intervention Using a Joint Action Routine

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  • 自閉症児における応答的発話の習得 : 共同行為ルーティンによる言語指導を通して
  • 一自閉症児における応答的発話の習得--共同行為ルーティンによる言語指導を通して
  • イチジヘイショウジ ニ オケル オウトウテキ ハツワ ノ シュウトク キョウド

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Abstract

The present study reports a language intervention with a 12-year-old boy with autism who responded with echolalia to five types of questions: Who (e.g., Who makes toast?), Yes/No (e.g., Do you like toast?), A or B (e. g., Is this bread toasted or not?), Whose (e.g., Whose toast is this?), and How (e.g., How do you like the toast?). He was taught appropriate responses to the above questions in the context of a joint action routine: shopping and making toast. Shopping and toast-making consisted of five situations: explaining the routine, deciding what to buy, shopping, making toast, and eating toast. In order to evaluate the acquisition of the script of the routine, variations of the appropriate responses to the five questions, and generalization to everyday life settings of the appropriate responses to the five questions were used as indices. In addition to the boy with autism, 3 youths with mental retardation and a therapist participated in the routine. The results and discussion were as follows: (1) The boy with autism acquired appropriate responses to the Who, Yes/No, and Whose questions. This suggests that a visual cue (e.g., a picture card or a piece of toast) functioned as a discriminative stimulus and facilitated the boy's verbalization of an appropriate response to each question. (2) Variations of the appropriate responses to the A or B, Which, and What questions were exhibited. In everyday life settings, the boy could also respond appropriately to Yes/No questions. This suggests that in repeating the routine, he was able to emit a chain of verbal or non-verbal behaviors involved in the routine, but he did not acquire sufficient understanding or expression of the relation between the questions and the responses.

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