Teaching a Young Child with Autism to Request Assistance Conditionally: A Preliminary Study

Autor/inn/en	Reichle, Joe; Dropik, Patricia L.; Alden-Anderson, Elizabeth; Haley, Tom
Titel	Teaching a Young Child with Autism to Request Assistance Conditionally: A Preliminary Study
Quelle	In: American Journal of Speech-Language Pathology, 17 (2008) 3, S.231-240 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1058-0360
DOI	10.1044/1058-0360(2008/022)
Schlagwörter	Delayed Speech; Autism; Young Children; Language Impairments; Help Seeking; Intervention; Generalization; Conditioning; Developmental Delays; Prompting; Verbal Communication + Suchen Sie Ihr Suchwort? Sprachverzögerung; Autismus; Frühe Kindheit; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Entwicklungsverzögerung; Benutzerführung
Abstract	Purpose: Investigators taught a 5-year-old boy with autistic disorder and severe language delay to conditionally use requests for assistance. Method: A within-participant multiple-probe design across 3 functional tasks was implemented in order to evaluate the child's acquisition and conditional use of requests for assistance during intervention with each task. Results: Results indicated initial acquisition of requests for assistance followed by a brief period of overgeneralization. As independence in completing a task increased, requests for assistance correspondingly decreased. The participant's conditional use of requests for assistance and independent task completion were sustained across time. Conclusion: This study highlights the need to assess conditional use of newly taught communicative behavior. (Contains 3 tables and 2 figures.) (As Provided).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://ajslp.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10