SCRIPT FADING TO PROMOTE UNSCRIPTED BIDS FOR JOINT ATTENTION IN CHILDREN WITH AUTISM

Abstract

We used a script‐fading procedure to teach 3 children with autism to initiate bids for joint attention. We examined the effects of (a) scripts, (b) varied adult scripted responses, and (c) multiple‐exemplar script training on promoting unscripted language during bids for joint attention. All 3 participants learned to initiate bids for joint attention, and the response generalized to untrained stimuli, conversation partners, and the classroom environment.