Teaching Intraverbal Fill-Ins to a Child with Autism Spectrum Disorder Using a Speech-Generating Device and Systematic Instruction

Abstract

Children with autism who do not develop spoken communication are often candidates for speech-generating devices (SGDs) as an alternative communication modality. Early language interventions for children with autism often utilize Skinner’s conceptual analysis of language by targeting manding, tacting, and intraverbal skills. However, for children with autism learning to use SGDs, research has mainly investigated manding skills. Thus, the current study sought to extend the evidence base by evaluating the acquisition of intraverbal responding using an SGD with a four-year-old child with autism, using a concurrent multiple baseline across responses design. Systematic instruction in the context of an activity interruption (i.e., song) was used to contrive the opportunity for intraverbal responding. All three intraverbal responses were acquired during a final choice phase, which allowed for the participant to select the song order. These results suggest the value for targeting intraverbal skills to children with autism who use SGDs.