Abstract
Receptive language was targeted in a skill acquisition program to teach a six-year-old boy with autism to receptively identify 2D objects. The program involved teaching a set target list with various objects categorized under various everyday functions in the child’s life. The child was taught to identify objects in an array of three presented in front of the student. The program was run daily; generally, the trials were broken up into two sessions over the course of the morning. Once the child mastered the set of three objects, he would move to the next set of three objects. Mastered target objects were put onto maintenance schedules. The results demonstrate data from baseline, pretesting of a set of targets and skill acquisition over several weeks.
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