TEACHING CHILDREN WITH AUTISM TO ENGAGE IN CONVERSATIONAL EXCHANGES: SCRIPT FADING WITH EMBEDDED TEXTUAL STIMULI

Abstract

A multiple baseline across three sets of stimuli was used to assess the effects of a script-fading procedure using embedded text to teach 2 children with autism to engage in conversation statements about the stimuli. Both students stated all the scripted statements, and unscripted statements also increased. Generalization was assessed with novel peers and with untrained stimuli.

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