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TEACHING CHILDREN WITH AUTISM TO USE PHOTOGRAPHIC ACTIVITY SCHEDULES: MAINTENANCE AND GENERALIZATION OF COMPLEX RESPONSE CHAINS
Author(s) -
MacDuff Gregory S.,
Krantz Patricia J.,
McClannahan Lynn E.
Publication year - 1993
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.1993.26-89
Subject(s) - autism , generalization , multiple baseline design , schedule , psychology , task (project management) , baseline (sea) , developmental psychology , intervention (counseling) , computer science , psychiatry , engineering , systems engineering , mathematical analysis , oceanography , mathematics , geology , operating system
We used a graduated guidance procedure to teach 4 boys with autism to follow photographic activity schedules to increase on‐task and on‐schedule behavior. The multiple baseline across participants design included baseline, teaching, maintenance, resequencing of photographs, and generalization to novel photographs phases. The results indicated that photographic activity schedules (albums depicting after‐school activities) produced sustained engagement, and skills generalized to a new sequence of photographs and to new photographs. The acquisition of schedule‐following skills enabled these children with severe developmental disabilities to display lengthy response chains, independently change activities, and change activities in different group home settings in the absence of immediate supervision and prompts from others.