Year: 2017
Type: article
Abstract: A script that was systematically faded from end to beginning was used to teach peer initiations about recent completed, current, and future activities.The effectiveness of the scriptfading procedure was assessed via multiple baseline design across 3 adults with significant ASD and comorbid ID.During baseline, the adults seldom initiated to peers.When the script was introduced, peer initiations increased, and as the script was faded, scripted initiations were maintained.The participants could generalize the initiations to a different setting, time, activity, and person.The results were maintained at a 2 month follow up for 2 of the 3 study participants.This script fading procedure allowed adults with significant ASD and comorbid ID to participate in conversations that were not prompted by staff.Implications for practice and future research are discussed.
Author: Kathryn Doyle
Institution: University of Cincinnati
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2784769888