1. Script Fading Andrea Gonzalez Caldwell College Patricia J. Krantz, & Lynn E. McClannahan. (1993). Teaching Children with Autism to Initiate to Peers: Effects of a Script Fading Procedure. Journal of Applied Behavior Analysis, 26, 121-132.

2. Background Children with autism have a severe deficit in reciprocal social interaction. Children with autism have a severe deficit in reciprocal social interaction. Previous research have taught non- disabled peers to initiate to children with autism. Previous research have taught non- disabled peers to initiate to children with autism. Maintenance and cross-setting generalization of social interaction skills have been difficult to achieve. Maintenance and cross-setting generalization of social interaction skills have been difficult to achieve. Adult prompting and reinforcement (transfer of stimulus control from the teacher to natural elements in the environment) Adult prompting and reinforcement (transfer of stimulus control from the teacher to natural elements in the environment)

3. Purpose Assess effects of a written script and script fading procedure on social initiations of children with autism. Assess effects of a written script and script fading procedure on social initiations of children with autism. Assess unscripted peer initiations, responses, setting generalization and maintenance. Assess unscripted peer initiations, responses, setting generalization and maintenance.

4. Participants 4 participants 4 participants Kate- 12yrs old and enrolled in the PCDI program for 8 years. Kate- 12yrs old and enrolled in the PCDI program for 8 years. Mike- 12 yrs old and enrolled in the PCDI program for 5 years. Mike- 12 yrs old and enrolled in the PCDI program for 5 years. Walt- 12 yrs old and enrolled in the PCDI program for 5 years. Walt- 12 yrs old and enrolled in the PCDI program for 5 years. Ross- 9 yrs old and enrolled in the PCDI program for 5 years. Ross- 9 yrs old and enrolled in the PCDI program for 5 years. After 5-8 years of intensive therapy, the participants were seldom aggressive or self injurious, and acquired some early academic skills After 5-8 years of intensive therapy, the participants were seldom aggressive or self injurious, and acquired some early academic skills

5. Prior to Study Follow photographic activity schedules. Follow photographic activity schedules. Follow written activity schedules. Follow written activity schedules. Developed some functional expressive language. Developed some functional expressive language. For 9 months, the 4 participants were classmates and a class schedule was designed specifically for them. For 9 months, the 4 participants were classmates and a class schedule was designed specifically for them. During the 9 months, teachers modeled and verbally prompted social initiations. During the 9 months, teachers modeled and verbally prompted social initiations. Each child was tested on target words. Each child was tested on target words.

6. Setting School and Research Center for children with autism. School and Research Center for children with autism. Pre-session activities occurred in an outdoor play area. Pre-session activities occurred in an outdoor play area. Sessions were conducted in a typical classroom. Sessions were conducted in a typical classroom. Generalization sessions were conducted in a large conference room. Generalization sessions were conducted in a large conference room.

7. Dependent Variables Initiation to Peers Initiation to Peers Scripted Initiations Scripted Initiations Unscripted Initiations Unscripted Initiations Responses- defined as a contextual utterance that was not prompted by the teacher and that occurred within 5 s of a statement or question directed to the target child. Responses- defined as a contextual utterance that was not prompted by the teacher and that occurred within 5 s of a statement or question directed to the target child.

8. Independent Variables Three art activities Three art activities Drawing Drawing Coloring Coloring Painting Painting Script Script 10 statements and questions 10 statements and questions 3 different versions of script created 3 different versions of script created

9. Baseline Three art activities rotated across sessions Three art activities rotated across sessions Activity on table along with a sheet of paper that presented the instructions, “Do your art” and “Talk a lot”. Activity on table along with a sheet of paper that presented the instructions, “Do your art” and “Talk a lot”. Manually prompted. Manually prompted. Verbal prompt of first word provided if needed. Verbal prompt of first word provided if needed. Teacher only interacted with participants if they directed questions to her. Teacher only interacted with participants if they directed questions to her.

10. Procedure Art activities rotated across sessions Art activities rotated across sessions Instructions, “Do your art” and “Talk a lot” presented. Instructions, “Do your art” and “Talk a lot” presented. Scripts consisting of 10 statements and questions. Scripts consisting of 10 statements and questions. Activities recently completed Activities recently completed Activities that were being planned Activities that were being planned Objects in the school environment Objects in the school environment

11. Procedure Manual Guidance Manual Guidance Pick up pencil and move the pencil below text as the participant read. Pick up pencil and move the pencil below text as the participant read. To turn the participant’s head towards the listener. To turn the participant’s head towards the listener. If statement was not verbalize within 5 s manual guidance was repeated. If statement was not verbalize within 5 s manual guidance was repeated. When manual guidance was completely faded, fading of the script began. When manual guidance was completely faded, fading of the script began. From end to beginning, in five phases. From end to beginning, in five phases.

12. Fading of a Script 5 phases 5 phases “Mike, what do you like to do best on Fun Fridays?” “Mike, what do you like to do best on Fun Fridays?” How can this script be faded in 5 phases? If the script would have been faded in more or less phases, would it have made a difference?

13. Measurement Procedure Began after last child was seated Began after last child was seated 10 consecutive minutes 10 consecutive minutes Continuous event recording system (1 min intervals) Continuous event recording system (1 min intervals) Recorded scripted and unscripted initiations and responses to peers. Recorded scripted and unscripted initiations and responses to peers. An audible signal from a computer marked the end of an interval. An audible signal from a computer marked the end of an interval. Two observers Two observers Collected data on two participants. Collected data on two participants. Target children were rotated across sessions. Target children were rotated across sessions.

14. Follow-up Two month follow-up (1 month vacation and 1 month of a new school year) Two month follow-up (1 month vacation and 1 month of a new school year) All participants used fading step 5 (“) All participants used fading step 5 (“) No prompts delivered No prompts delivered

15. Generalization Conference room Conference room Different teacher Different teacher Different time of day Different time of day Different materials Different materials First 3 sessions First 3 sessions Sheet of paper with instructions, “Do your puzzle” and “Talk a lot”. Sheet of paper with instructions, “Do your puzzle” and “Talk a lot”. Manual guidance to read the instructions and to move the pencil below each word. Manual guidance to read the instructions and to move the pencil below each word.

16. Generalization Sessions 4 through 6 Sessions 4 through 6 Written instructions provided along with the faded script as it was being presented to them during the script condition Written instructions provided along with the faded script as it was being presented to them during the script condition No prompts delivered No prompts delivered During session 9 During session 9 3 typically developing children visited the school 3 typically developing children visited the school Spent time together with the participants in the same classroom Spent time together with the participants in the same classroom Art materials and the instructions, “Do your art” and “Talk a lot” was presented with no further prompts. Art materials and the instructions, “Do your art” and “Talk a lot” was presented with no further prompts.

17. Interobserver Agreement Agreements/ Agreements + Disagreements multiplied by 100%. Agreements/ Agreements + Disagreements multiplied by 100%. Obtained during Obtained during 80% of classroom sessions 80% of classroom sessions Five of six generalization sessions Five of six generalization sessions Session conducted with non-disabled children Session conducted with non-disabled children Agreement ranged from 75%-100% Agreement ranged from 75%-100% Agreement on participant’s use of the script was 100% Agreement on participant’s use of the script was 100%

18. Results

19. Results

20. Future Research Determine whether script fading procedures can increase the length and complexity of children’s verbal utterances. Determine whether script fading procedures can increase the length and complexity of children’s verbal utterances. Can multiple scripts promote conversational variety? Can multiple scripts promote conversational variety? Can initiations taught with a script fading procedure generalize to more remote settings (e.g., home, community) Can initiations taught with a script fading procedure generalize to more remote settings (e.g., home, community) Can written prompts be faded to the single written instruction, “Talk a lot”? Can written prompts be faded to the single written instruction, “Talk a lot”?

21. Research Strengths Research Strengths

22. Questions or Comments Questions or Comments