The effects of prompting, fading, and differential reinforcement on vocal mands in non‐verbal preschool children with autism spectrum disorders

Abstract

Abstract There are few procedures to teach non‐vocal children vocal mands. This study evaluated the effects of prompting, fading, and differential reinforcement on eye contact, pointing, vocal approximations, independent requests and immature mands in three children with Autism Spectrum Disorders who in baseline emitted almost no independent vocal mands. This procedure resulted in a large and socially valid increase in independent vocal mands, other appropriate responses and near elimination of immature mands. Copyright © 2010 John Wiley & Sons, Ltd.

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