Use of scripts and script-fading procedures and activity schedules to develop spontaneous social interaction in a three-year-old girl with autism

Abstract

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.

A Comparison Controlled Study Examining Outcome for Children With Autism Receiving Intensive Behavioral Intervention (IBI)

“…A comprehensive staff-training and consumer evaluation system is employed where all staff members including therapists, supervisors and directors receive annual professional evaluations as well as evaluations by the children’s parents ( McClannahan & Krantz, 1993 , 2001 ). Strong emphasis is placed on the development of children’s independence by using activity schedules and script and script-fading procedures ( Banda et al, 2009 ; Budzińska et al, 2014 ; Krantz & McClannahan, 1993 ; Krantz et al, 1993 ; Krantz & McClannahan, 1998 ; Loveland & Tunali, 1991 ; G. S. MacDuff et al, 1993 ; J. L. MacDuff et al, 2007 ; McClannahan & Krantz, 2005 ; Stevenson et al, 2000 ).…”