Effects of script‐fading on social initiations during discrete‐trial teaching with children with autism

Abstract

AbstractThe present study evaluated the use of auditory scripts and script‐fading procedures to teach three children with autism to request additional instruction, select teaching materials, and solicit confirmation during discrete‐trial teaching. Scripts were placed on instructional materials to evoke initiations, and script fading strategies were used to transfer stimulus control to the materials used for each discrete‐trial activity. A multiple‐probe across‐activities design was used. Generalization of initiations was promoted by teaching to multiple exemplars, including common stimuli, and using naturally maintaining contingencies. The results showed that scripts and script‐fading procedures were effective in increasing the number of initiations made during discrete‐trial teaching, and generalization across activities, settings, and instructors. These procedures provide a way to increase the number of opportunities for initiations during discrete‐trial teaching in place of passively waiting between instructor‐initiated trials.