Teaching Self-Initiations within the Natural Environment: A Case Study This case study investigates the effects of a multi-element treatment approach to teaching the social-communicative skill of self-initiating to a young child with autism. The participant, James, was a 6-year-old boy diagnosed with autism attending a fully integrated kindergarten classroom. He demonstrated age-appropriate language and non-verbal performance skills; however, teachers ... Article
Article  |   July 01, 2008
Teaching Self-Initiations within the Natural Environment: A Case Study
Author Affiliations & Notes
  • Amy L. Donaldson
    Department of Speech & Hearing Sciences, University of Washington, Seattle, WA
  • Lesley B. Olswang
    Department of Speech & Hearing Sciences, University of Washington, Seattle, WA
Article Information
Special Populations / Autism Spectrum / School-Based Settings / Language Disorders / Social Communication & Pragmatics Disorders / Articles
Article   |   July 01, 2008
Teaching Self-Initiations within the Natural Environment: A Case Study
SIG 1 Perspectives on Language Learning and Education, July 2008, Vol. 15, 67-80. doi:10.1044/lle15.2.67
SIG 1 Perspectives on Language Learning and Education, July 2008, Vol. 15, 67-80. doi:10.1044/lle15.2.67
Abstract

This case study investigates the effects of a multi-element treatment approach to teaching the social-communicative skill of self-initiating to a young child with autism. The participant, James, was a 6-year-old boy diagnosed with autism attending a fully integrated kindergarten classroom. He demonstrated age-appropriate language and non-verbal performance skills; however, teachers reported that he demonstrated difficulty socially interacting with peers. The treatment package targeted use of three types of self-initiations (greeting/attention-getting, commenting, and requesting information). The treatment incorporated individual, dyad, and small-group instruction, and use of untrained peers and highly preferred activities. Following treatment, James demonstrated an increase in all types of self-initiations with peers. Results are discussed with regard to clinical application within the natural environment.

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