Shaping vocal stereotypy in autism spectrum disorder: A non-aversive communication teaching technique

Abstract

Many vocal stereotypy or repetitive vocalizations behaviors of children with autism spectrum disorder (ASD) are now seen as having potential language development, even though they may begin with highly delayed or absence of social consequences by reflexive or non-purposeful responses. The study of these vocal stereotypy or repetitive vocalizations behaviors in children with autism spectrum disorder has been of interest for a long period time. There is an accelerating interest in the communicative potential of repetitive vocalizations in the domain of pre-linguistic behaviors of children with ASD. The present article concentrates on a non-aversive communication teaching technique with shaping protocols. This research aims to answer the question: Do responding to repetitive vocalizations by three communicative behaviors, nonlinguistic contingent response, linguistic contingent responses, and finally linguistic contingent responses to the child’s communicative act, guided with a shaping procedure increase frequency of communication attempt in a child with ASD. According to the multiple-probe across behaviors graphic and the anecdotal recordings of the participant affective involvement showed a great acceleration during intervention. This research has important implications, because promising results were gathered related to repetitive vocalizations behaviors in a child with (ASD) by using a non-aversive communication teaching technique with the shaping protocols.