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Updated: Apr 14, 2026

A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research
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Teaching a Child With Autism to Request Breaks While Concurrently Increasing Task Engagement.

Shelley R Kreibich, Mo Chen, Joe Reichle

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    Teaching autistic children to request breaks and tolerate delays improved task engagement. This intervention package effectively reduced problem behaviors and increased focus without overgeneralization.

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    Area of Science:

    • Behavioral Psychology
    • Developmental Psychology

    Background:

    • Children with autism spectrum disorder (ASD) often struggle with task engagement.
    • Individualized Education Program (IEP) goals require specific engagement durations.

    Observation:

    • A 4-year-old child with ASD exhibited low task engagement.
    • The child did not meet expected engagement durations.

    Findings:

    • Teaching break requests and delay tolerance increased engagement duration significantly.
    • The child learned to request breaks appropriately, avoiding overgeneralization to longer tasks.
    • Generalization to untrained tasks occurred after intervention implementation.

    Implications:

    • This intervention package effectively addresses problem behaviors in children with ASD.
    • It offers a strategy for promoting appropriate and generalized use of break requests.
    • The findings have implications for educational and therapeutic settings for children with ASD.