TEACHING A STUDENT WITH AUTISM TO MAKE VERBAL INITIATIONS: EFFECTS OF A TACTILE PROMPT

Abstract

This study examined the effects of a tactile prompting device (the Gentle Reminder) as a prompt for a student with autism to make verbal initiations about his play activities. A multiphase multielement design was used to assess the effects of the device in prompting initiations toward an adult in three different play contexts. Follow‐up probes were conducted during cooperative learning activities with typically developing peers in the student's regular education class. The results suggest that the device serves as an effective, unobtrusive prompt for verbal initiations during play contexts and during cooperative learning activities.