Abstract
A five-year-old boy diagnosed with autism spectrum disorder was taught to identify objects that correspond to functions. In the Receptive condition, a verbal discriminative stimulus “What’s for (verb-ing)?” was presented with three objects or pictures. In the Reading and Writing condition, the written verb was presented with the verbal discriminative stimulus. Results indicated a faster rate of acquisition, considerably fewer trials to mastery, and more consistent maintenance in the Reading and Writing condition than in the Receptive condition. The participant also showed a greater ability to transfer mastered skills in the Reading and Writing condition. Treatment integrity data indicated that treatment variables were consistently implemented across conditions. The clinical implications and limitations of this study are briefly discussed.
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