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Using scripts and script-fading
procedures to increase the spontaneous language of children with
autism
Patricia
J. Krantz and Lynn E. McClannahan
Princeton
Child Development Institute, USA
Although children with autism
may learn to engage in verbal imitation, to mand, and to respond
to questions, many do not participate in the verbal exchanges
that are characteristic of ordinary, day-to-day social interaction.
This presentation describes two investigations of the use of
scripts and script-fading procedures to increase generative,
conversational language.
Experiment 1 examined the use of written scripts that were faded
from end to beginning by cutting away successive pieces of the
cards on which they were displayed. After the final fading step,
the three young boys’ unscripted interactions not only maintained,
but also generalized to new activities. Experiment 2 assessed
audiotaped scripts that were faded from end to beginning by erasing
successive words on the tapes. After tapes and tape player were
removed, the four youths’ unscripted language increased,
and maintained for 10 to 92 sessions. Often, the expressive
language repertoires of children with autism appear to be under
the control of very specific stimuli--verbal prompts from others.
The procedures evaluated in these companion studies may be useful
in achieving control by stimuli such as the availability of
an interaction partner and the partner’s comments.
Keywords: autistic children,
social interaction, antecedent control, prompt dependence, script
fading |