Effects of an Activity Schedule Intervention Package on Cooperative Vocal Exchanges During Learning Centers
Stephanie L Mattson1,2, Thomas S Higbee1, Beverly Nichols1
1Department of Special Education and Rehabilitation Counseling, Utah State University, Logan, UT USA.
Behavior Analysis in Practice
|January 10, 2025
Summary
Activity schedules improved cooperative communication in children with autism spectrum disorder (ASD) during classroom activities. This intervention led to increased social exchanges and skill generalization, even after the schedules were removed.
Area of Science:
- Developmental Psychology
- Special Education
- Applied Behavior Analysis
Background:
- Children with autism spectrum disorder (ASD) often face challenges in cooperative communication during peer interactions.
- Classroom learning centers present opportunities for social skill development but can be difficult for children with ASD.
Purpose of the Study:
- To investigate the effectiveness of an activity schedule intervention package.
- To enhance contextually appropriate cooperative communication in children with ASD during learning center activities.
Main Methods:
- A nonconcurrent multiple baseline design across participant partnerships was employed.
- The intervention involved an activity schedule package integrated into learning center tasks.
- Reversal components were embedded to assess the intervention's impact.
Main Results:
- All participant partnerships showed a significant increase in cooperative vocal exchanges.
- Children with ASD demonstrated engagement in untrained cooperative exchanges.
- One partnership maintained cooperative communication post-intervention, and schedules were faded for others.
Conclusions:
- Activity schedules are a viable tool for fostering cooperative communication in children with ASD within classroom settings.
- The intervention promoted both trained and generalized cooperative skills.
- The potential for fading intervention components suggests long-term benefits.
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