Abstract
Language intervention procedures used with autistic children have typically focused on teaching the structure of language using operant techniques. Recently, attention is being focused on procedures which emphasize teaching the function of language within an environment that highlights natural interactions. Both approaches offer valuable techniques while demonstrating essential differences in target goals and reinforcement systems. This paper outlines some essential contrasts and reports the results of a combined approach for communication intervention with six functionally mute autistic children. The intervention program emphasizes establishing routines that facilitate conversational exchanges while using intensive modelling of verbal responses and systematic reinforcers that are intrinsic to the communication act. Examples of activities and training procedures are given. Results from such a program reveal substantial increases in verbal skills, including verbal imitation skills, verbal requests, verbal ...
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