Autistic children find it difficult to understand and construct complex sentences and are slow as compared to their normal peers. The current study was done to examine the effects of response prompting strategies and frames on sentence writing for three participants, ages 7 to 12, with moderate intellectual disability.
The researchers in this study used concurrent multiple probes across behaviors design. Multiple probes were basically used to evaluate the efficacy of the intervention package and posttest probes to assess generalized responding to untrained stimulation. The sample size consisted of 2 children with ASD. During the intervention, the teacher taught two students to construct sentences using selection-based software and another to generate handwritten responses across three different writing frames (i.e., I want _________, I see _____, The _____ is ______).
The present study suggests through its findings that the package was effective and produced variable levels of maintenance and generalized responses to all three participants. However more researches on other research designs and a comparatively bigger sample size to validate the findings further.
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