We examined whether an interrupting chain procedure with establishing operation (EO)‐absent and EO‐present trials and sufficient exemplar training was effective in teaching three preschool‐aged children with autism to request missing items. Children were taught to request missing items across three different skill domains (play, self‐help, and academic tasks), and audio scripts were used as prompts. We employed a non‐concurrent multiple‐baseline design across participants. All three participants learned to request missing items during EO‐present trials and to refrain from doing so during EO‐absent trials. The behavior transferred to untrained tasks, generalized to new people, and was maintained at follow‐up 3 months after the intervention.

Autism entails serious deficiencies in communication and social behaviors. Individuals with autism, even those who have received intensive language intervention, are often viewed as lacking spontaneous language. In addition, some children with autism lack the ability of spontaneously seeking to share enjoyment, interests, or achievements with other people (e.g., a lack of showing, bringing, or pointing out objects of interest to other people).<br /> The aim of the study was to use ABA teaching techniques such as script and script fading procedure and activity schedule to teach three-year-old girl with autism spontaneous social interaction and shape joint attention skills. The result shows that ABA techniques were very effective in teaching many verbal skills such as answering questions, making requests, initiating conversation and asking question. Comparison made after implemented teaching procedure shows her initiating of joint attention skill (IJA) is at the appropriate level for her age.

This study evaluated the effects of a center-based Intensive Behavioral Intervention (IBI) model for preschool aged children with autism. Outcomes of 25 children receiving IBI was compared to the outcomes of 14 children receiving autism specific, eclectic, special education. Both provisions were described as appropriate treatment options by the professional agency who diagnosed the children, and the decision of where to enroll the child was made by the parents after consultations with the specialists. After 14 months of treatment, children from the IBI group improved significantly on standard scores in intellectual functioning and adaptive behavior and had a significant reduction in autism severity compared to the children in the autism specific, eclectic, special education group. Results suggest that preschool aged children with autism may make large gains in intellectual and adaptive functioning and improvement in autism severity with IBI, and that effects of IBI may be similar to that of EIBI. These findings must be interpreted with caution due to the limitations inherent in the present comparison-controlled design.

One of the most important deficits characteristic of autistic children is little or no skill in generalizing learned concepts. Research conducted by specialists involved in Applied Behavior Analysis (ABA) has shown that the process of generalization does not take place spontaneously, but must be programmed by the person in charge of teaching. We are describing an autistic child administered for the educational and therapeutic programs were oriented towards all spheres in which deficits occurred. We used an AB model to analyse the results in each phase, where A was the baseline measurement, and B showed the changes in behavior that had taken place under the influence of our therapeutic intervention. It can be inferred from our data that only the properly planned method of teaching and checking for generalization of learned concepts makes it possible to elicit normal verbal behaviors from autistic children. Teaching should be programmed in such a way that the child undergoing therapy should be able, after completion of the teaching in specific training conditions, to handle new situations.

This systematic replication was designed to teach nonvocal children with autism to mand for missing items using an Augmentative Alternative Communication (AAC) system. Consistent with Rodriguez et al. (2017) and Wójcik et al. (2020), we used the interrupted chain procedure with EO‐present and EO‐absent trials. Consistent with Wójcik et al., 2020, we used sufficient exemplar training and activity schedules to establish manding for missing items. Participants were three children with autism, and the design was a nonconcurrent multiple‐baseline design across participants. Following training, all participants requested the missing items during EO‐present trials correctly and refrained from making requests during EO‐absent trials, suggesting that requesting using the AAC system was established as a verbal operant controlled by the appropriate EO, hence, was established as a mand. Correct requesting behavior transferred to new tasks, across skill domains, across people, to new settings, and across time.