Abstract
Although echoic prompts may be effective for teaching intraverbal behavior to children with autism, the performance of some children may become dependent on such prompts (i.e., the prompts cannot be eliminated). Recent research suggests that visual rather than echoic prompts may be used to teach children with autism a variety of skills and may facilitate independent performance. In the present study, an adapted alternating treatments design was used to compare the effects of using visual (textual) and echoic prompts on acquisition of intraverbal responses (answering questions) by 2 children with autism. The results indicated that the textual prompts were more effective than the echoic prompts. Implications for the use of visual prompts during instruction with children with autism are discussed.
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This report is based on a thesis submitted by Laura Meunier to the Department of Counseling Psychology, Rehabilitation, and Special Education, Northeastern University, Boston.
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Vedora, J., Meunier, L. & Mackay, H. Teaching Intraverbal Behavior to Children with Autism: A Comparison of Textual and Echoic Prompts. Analysis Verbal Behav 25, 79–86 (2009). https://doi.org/10.1007/BF03393072
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DOI: https://doi.org/10.1007/BF03393072