Participation in Riddle Games: A Case Study With a Child With an Autistic Spectrum Disorder

Abstract

The present study examined the possibility of promoting social interactions of a child with an autistic spectrum disorder by teaching him spontaneous answering behavior for riddles that the boy did not know the answer to. The intervention was introduced gradually, progressing from a setting where the boy answered by pushing a button to a setting where he answered by filling out an answer sheet. The results suggested that neither the use of antecedent control in which the behavior was easily elicited, nor a reinforcement procedure alone was an efficient means of shaping his spontaneous answering behavior. The use of visual prompt procedures to approach answering behavior directly was found to be efficient. Observations of his behavior in his daily living setting indicated that he spontaneously played riddle games there. His mother also reported that playing riddle games had become his favorite activity. Finally, the validity of the present procedures, which prompted a 'possible' answer rather than a 'correct' answer, was discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)