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American Journal of Speech-Language Pathology Vol.17 231-240 August 2008. doi:10.1044/1058-0360(2008/022)
© American Speech-Language-Hearing Association
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Research

Teaching a Young Child With Autism to Request Assistance Conditionally: A Preliminary Study

Joe Reichle
Patricia L. Dropik
Elizabeth Alden-Anderson
University of Minnesota, Minneapolis

Tom Haley
Minnesota Autism Center, Minnetonka

Contact author: Joe Reichle, 115 Shevlin Hall, Department of Speech-Language-Hearing Sciences, University of Minnesota, Minneapolis, MN 55455. E-mail: reich001{at}umn.edu.

Purpose: Investigators taught a 5-year-old boy with autistic disorder and severe language delay to conditionally use requests for assistance.

Method: A within-participant multiple-probe design across 3 functional tasks was implemented in order to evaluate the child's acquisition and conditional use of requests for assistance during intervention with each task.

Results: Results indicated initial acquisition of requests for assistance followed by a brief period of overgeneralization. As independence in completing a task increased, requests for assistance correspondingly decreased. The participant's conditional use of requests for assistance and independent task completion were sustained across time.

Conclusion: This study highlights the need to assess conditional use of newly taught communicative behavior.

Key Words: autism, children, intervention, communication, conditional discrimination, generalized requesting


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