Effects of Prompting and Fading Procedures to Establish Following the Line of Regard in A Child with Autism

Children with autism show deficits in communication skills, including joint attention, a component of which is following the line of regard. Two experiments were conducted. The first experiment examined how prompting and fading procedures effected following the line of regard in a child with autism. The second experiment examined this effect on the child's learning the names of novel objects. One 10-year-old boy, with a primary diagnosis of autism, participated. A changing criterion design was used in Experiment I. Experiment II used a succession of interventions to assess incidental learning of novel object names. Results indicate that prompting and fading with reinforcement was an effective training procedure for teaching this child to follow the line of regard. However, this skill did not automatically lead to the child's learning the names of novel objects.

Grantor dc:publisher

University of North Texas

Year dc:date

2004

Author dc:creator

• Horr, Amy C.

Contributors dc:contributor

• Glenn, Sigrid S., 1939-
• Ellis, Janet
• Rosales Ruíz, Jesús

• Autistic children -- Education.
• autism
• joint attention
• following the line of regard
• prompting
• fading

Statement dc:rights

• Public
• Copyright
• Horr, Amy C.
• Copyright is held by the author, unless otherwise noted. All rights reserved.

Language dc:language

English

Identifier

oclc: 58751623
https://digital.library.unt.edu/ark:/67531/metadc4699/
ark: ark:/67531/metadc4699

OAI identifier oai:identifier

info:ark/67531/metadc4699