Teaching Learners with Autism to Mand for Information Using When, Where, and Why
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Rosibel Chavez
College:
College of Education
Major:
Applied Behavior Analysis & Autism Spectrum Disorder
Faculty Research Advisor(s):
Randi Sarokoff
Abstract:
Learners with Autism Spectrum Disorder (ASD) often display a delay in communication skills, specifically requesting (manding) for information using wh-questions. Manding for information is crucial for learners to gain control over their environment and to make their wants and needs known. Previous studies have shown verbal models to be effective for teaching requesting using wh-questions (Sundberg et al., 2001). The present study investigated the effects of using a verbal model to teach learners with ASD to mand for information using "when," "where," and "why. The participant was an 11-year-old with autism. A multiple-baseline design across wh-questions was used to show experimental control. Investigators hypothesized that using a verbal model as a teaching tool will be effective to teach a learner with autism to mand for information. Following the condition Verbal Model Present and then fading that verbal model in the Verbal Model Absent condition should result in independent initiations for information. Hypothesized results anticipate that this procedure will be effective to teach the learner with autism to mand for information using “when”, “where, and “why”. This study extends previous research by using verbal models to teach three forms of wh-questions to mand for information. The results might be useful to clinicians when looking for effective methods for instructing this essential interpersonal ability, thereby enhancing the lives of those with ASD.