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Acquisition And Generalization Of Activity Schedules And Their Effects On Task Engagement In A Young Child With Autism In An Inclusive Pre-School Classroom, N. Gayle Massey, John J. Wheeler
Acquisition And Generalization Of Activity Schedules And Their Effects On Task Engagement In A Young Child With Autism In An Inclusive Pre-School Classroom, N. Gayle Massey, John J. Wheeler
John J. Wheeler
Efficacy of individualized activity schedules with a 4-year old child diagnosed with autism who attended an integrated public pre-school classroom was examined. Graduated physical guidance and a system of most-to-least prompts were used during skill acquisition stages with teacher proximity and level of prompts being eventually faded. A multiple baseline across activities (work and leisure) assessed performance across baseline, treatment, and maintenance conditions with stimulus generalization being assessed during a third activity (lunch). Results support the findings from MacDuff, Krantz, and McClannahan (1993) in that a child with autism can successfully acquire the skills necessary to independently follow activity schedules …