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Teaching Mands for Information Using "Why" to Children With Autism
Amber L Valentino1, Sherrene Brice Fu1, Jessica L Padover1,2
1Trumpet Behavioral Health, 6475 Sierra Lane, Dublin, CA 94568 USA.
The Analysis of Verbal Behavior
|January 25, 2020
Summary
This study successfully taught children with autism to ask "why" using specific teaching procedures. This skill generalized to new situations, improving their ability to seek information.
Area of Science:
- Behavior Analysis
- Developmental Psychology
- Autism Spectrum Disorder Research
Background:
- Mands for information (MFIs) are crucial for language development and environmental learning.
- Individuals with autism often require direct instruction to acquire MFIs.
- Effective teaching methods exist for most "wh" questions, but
Purpose of the Study:
- To investigate effective procedures for teaching the MFI "why" to children with autism.
- To assess if teaching
Main Methods:
- Utilized an intervention targeting the establishing operation to teach the MFI "why".
- Assessed generalization of the learned MFI to novel contexts.
- Intervention applied to 3 children diagnosed with autism spectrum disorder.
Main Results:
- The intervention proved effective in establishing the MFI "why" for all 3 participants.
- Generalization of the "why" MFI to new scenarios was observed across all participants.
- Demonstrated successful teaching of a previously untaught MFI form.
Conclusions:
- Direct teaching procedures can effectively establish the MFI "why" in children with autism.
- Acquisition of the "why" MFI can lead to generalization, enhancing information-seeking skills.
- This research contributes to effective language intervention strategies for autism.
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