Script-Fading Procedures for the Acquisition of Wh-Question Skills in Children with Autism Spectrum Disorder

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  • Gong Liyuan
    Doctoral Program in Disability Science, Graduate School of Comprehensive Human Sciences, University of Tsukuba
  • Hong Ee Rea
    Department of Special Education, College of Education, Baekseok University
  • Morin Kristi
    College of Education, Lehigh University
  • Noro Fumiyuki
    Faculty of Human Sciences, University of Tsukuba

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Abstract

<p>This study examined the effects of script and script-fading procedures for wh-question skills in two children with autism spectrum disorder. It also examined the effectiveness of a behavioral chain interruption procedure, as an establishing operation (EO) manipulation strategy to increase the reinforcement value of the information obtained via questions. The behavioral chain used in the intervention was a setting in which the participants played their preferred games with a therapist. Consequently, the two participants showed acquisition of five question behaviors, including four wh-questions. They also showed maintenance of the question-asking behaviors in the follow-up phase after the intervention. In addition, one of the two participants showed generalization of question-asking behaviors in which he prepared for his studies without any intervention. The results are discussed in terms of the combined effects of the script and script-fading, and behavior chain interruption procedures, as well as the use of persistent prompts to facilitate generalization and maintenance.</p>

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