The effect of a script-fading procedure on social interactions among young children with autism

2016 ◽  
Vol 26 ◽  
pp. 1-9 ◽  
Author(s):  
Alison M. Wichnick-Gillis ◽  
Susan M. Vener ◽  
Claire L. Poulson
Keyword(s):  
Young Children ◽  
Social Interactions ◽  
Children With Autism ◽  
Script Fading ◽  
Fading Procedure ◽  
Young Children With Autism

The effect of a script-fading procedure on responses to peer initiations among young children with autism

2010 ◽  
Vol 4 (2) ◽  
pp. 290-299 ◽  
Author(s):  
Alison M. Wichnick ◽  
Susan M. Vener ◽  
Magdalena Pyrtek ◽  
Claire L. Poulson
Keyword(s):  
Young Children ◽  
Children With Autism ◽  
Script Fading ◽  
Fading Procedure ◽  
Young Children With Autism

Establishing a Generalized Repertoire of Initiating Bids for Joint Attention in Children with Autism

2019 ◽  
Vol 44 (3) ◽  
pp. 394-428 ◽  
Author(s):  
Sandra R. Gomes ◽  
Sharon A. Reeve ◽  
Kevin J. Brothers ◽  
Kenneth F. Reeve ◽  
Tina M. Sidener
Keyword(s):  
Young Children ◽  
Joint Attention ◽  
Children With Autism ◽  
Multiple Exemplar Training ◽  
Environmental Sounds ◽  
Script Fading ◽  
Response Generalization ◽  
Young Children With Autism

The current study evaluated whether multiple-exemplar training, auditory scripts, and script-fading procedures could establish a generalized repertoire of initiating bids for joint attention in four young children with autism. Stimuli drawn from each of three experimenter-defined categories were used during teaching to program for generalization of initiations of bids for joint attention from trained stimuli to novel stimuli. A fourth category was reserved for assessment of across-category generalization of bids for joint attention. The four categories were (a) visually enticing toys, (b) unusually placed items, (c) environmental sounds, and (d) pictures. Assignment of categories for teaching and assessment of generalization was counterbalanced across the participants. Three different auditory scripts were used during intervention for each of the training stimuli to program for response generalization. All four children learned to initiate bids for joint attention. After scripts were subsequently faded and reinforcement was thinned, bids for joint attention were maintained and also generalized to novel stimuli and settings.

Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

2010 ◽  
Vol 20 (2) ◽  
pp. 42-50 ◽  
Author(s):  
Laura W. Plexico ◽  
Julie E. Cleary ◽  
Ashlynn McAlpine ◽  
Allison M. Plumb
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Descriptive Study ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Young Children With Autism ◽  
Spectrum Disorders ◽  
Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

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