Participation in Riddle Games: A Case Study With a Child With an Autistic Spectrum Disorder

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  • 自閉症スペクトラム障害児における「なぞなぞ」参加行動の形成に関する一事例検討
  • ジヘイショウ スペクトラム ショウガイジ ニ オケル 「 ナゾナゾ 」 サンカ コウドウ ノ ケイセイ ニ カンスル イチジレイ ケントウ

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The present study examined the possibility of promoting social interactions of a child with an autistic spectrum disorder by teaching him spontaneous answering behavior for riddles that the boy did not know the answer to. The intervention was introduced gradually, progressing from a setting where the boy answered by pushing a button to a setting where he answered by filling out an answer sheet. The results suggested that neither the use of antecedent control in which the behavior was easily elicited, nor a reinforcement procedure alone was an efficient means of shaping his spontaneous answering behavior. The use of visual prompt procedures to approach answering behavior directly was found to be efficient. Observations of his behavior in his daily living setting indicated that he spontaneously played riddle games there. His mother also reported that playing riddle games had become his favorite activity. Finally, the validity of the present procedures, which prompted a "possible" answer rather than a "correct" answer, was discussed.

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