Abstract
Two related studies determined (a) if children with autism would have a preference for prosody of voice, or changes in voice pitch and stress placed on syllables, and (b) if the preferred prosody of voice is the most effective when used by their teachers. Twelve children with autism and 12 typical children selected their preferred prosody of voice for a story passage recorded by their teacher using monotonous, conversational, and enthusiastic prosodies. Significant preferences were revealed for 3 children with autism, who were then observed during classroom activities as they responded to teacher instructions in various prosodies. Results revealed that the children's responses to prosody of voice differed, with children less likely to respond if a monotonous prosody was used.
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