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Using Textual Prompts to Teach Mands for Information Using "Who?"
M Alice Shillingsburg1, Cassondra M Gayman1, William Walton1
1Emory University School of Medicine, 1920 Briarcliff Road NE, Atlanta, GA 30329 USA ; Marcus Autism Center, 1920 Briarclif Road NE, Atlanta, GA 30329 USA.
The Analysis of Verbal Behavior
|September 9, 2016
Summary
This study effectively taught children with autism to request information using textual prompts. The intervention also improved their ability to re-request items when needed, enhancing functional communication skills.
Area of Science:
- Behavior Analysis
- Developmental Psychology
- Speech-Language Pathology
Background:
- Teaching mands for information in children with language deficits often involves manipulating establishing operations (EOs).
- Few studies have programmed both EO and abolishing operation (AO) conditions to ensure functional use of information requests.
- Previous research demonstrated successful mands for "Who?" using echoic prompts but noted limitations in re-issuing requests.
Purpose of the Study:
- To replicate and expand previous research on teaching mands for information.
- To investigate the efficacy of textual prompts in teaching the mand "Who?" to children with autism.
- To assess the impact of requiring re-issuance of mands upon approaching an adult.
Main Methods:
- Four children diagnosed with autism participated in the study.
- Phase 1 involved teaching the mand "Who?" using textual prompts.
- Phase 2 focused on requiring participants to re-issue the mand upon approaching an adult.
Main Results:
- Textual prompts led to differential use of the mand for information during EO and AO conditions for all participants.
- Three out of four participants increased re-issuing the mand to the adult after the Phase 2 intervention.
- The study successfully demonstrated the utility of textual prompts for teaching information requests.
Conclusions:
- Textual prompts are an effective method for teaching mands for information to children with autism.
- The intervention improved the functional communication skills of participants, including re-requesting items.
- Results support the use of textual prompts to enhance communication in children with autism.
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