Effects of script-fading on social initiations during discrete-trial teaching with children with autism

The present study evaluated the use of auditory scripts and script-fading procedures to teach three children with autism to request additional instruction, select teaching materials, and solicit confirmation during discrete-trial teaching. Scripts were placed on instructional materials to evoke initiations, and script fading strategies were used to transfer stimulus control to the materials used for each discrete-trial activity. A multiple-probe across-activities design was used. Generalization of initiations was promoted by teaching to multiple exemplars, including common stimuli, and using naturally maintaining contingencies. The results showed that scripts and script-fading procedures were effective in increasing the number of initiations made during discrete-trial teaching, and generalization across activities, settings, and instructors. These procedures provide a way to increase the number of opportunities for initiations during discrete-trial teaching in place of passively waiting between instructor-initiated trials.