Teaching individuals with autism spectrum disorder to ask questions: A systematic review

被引:20
作者
Raulston, Tracy [1 ]
Carnett, Amarie [1 ]
Lang, Russell [1 ,2 ]
Tostanoski, Amy [1 ]
Lee, Allyson [1 ]
Machalicek, Wendy [3 ]
Sigafoos, Jeff [4 ]
O'Reilly, Mark F. [2 ]
Didden, Robert [5 ]
Lancioni, Giulio E. [6 ]
机构
[1] Texas State Univ San Marcos, Clin Autism Res Evaluat & Support, San Marino, CA USA
[2] Univ Texas Austin, Meadows Ctr Prevent Educ Risk, Austin, TX 78712 USA
[3] Univ Oregon, Eugene, OR 97403 USA
[4] Victoria Univ Wellington, Wellington, New Zealand
[5] Radboud Univ Nijmegen, Nijmegen, Netherlands
[6] Univ Bari, I-70121 Bari, Italy
关键词
Autism; Question; Communication; Review; Behavioral intervention; CHILDREN; ACQUISITION; INFORMATION; BEHAVIOR; COMMUNICATION; INTERVENTIONS; MAINTENANCE; SKILLS; MANDS;
D O I
10.1016/j.rasd.2013.03.008
中图分类号
G76 [特殊教育];
学科分类号
040109 ;
摘要
This review involved a systematic search and analysis of studies aimed at teaching individuals with autism spectrum disorder (ASD) to ask questions (i.e., teaching mands for information). A systematic search of databases, reference lists, and journals identified 21 studies that met predetermined inclusion criteria. Included studies were then summarized in terms of (a) participant characteristics, (b) dependent variables (e.g., types of question-asking skills that were taught), (c) intervention procedures, (d) research designs, and (e) outcomes. All 21 studies reported that participants acquired or improved in the targeted question-asking skills. The most common intervention components included (a) echoic prompts and systematic fading procedures (e.g., time delay), (b) positive reinforcement via provision of requested information and/or access to preferred items or activities, and (c) contriving situations to motivate specific questions (i.e., creating establishing operations). Implications for practitioners and directions for future research are discussed. (C) 2013 Elsevier Ltd. All rights reserved.
引用
收藏
页码:866 / 878
页数:13
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