Gabrielle T Lee: Faculty of Education, Western University, 1137 Western Road, Room 1105, London, ON, Canada.
Xiaoyi Hu: Department of Special Education, Beijing Normal University, Rm 408, YingDong Building, Xin Jie Kou Wai Da Jie #19, Beijing, China. huxiaoyi@bnu.edu.cn. ORCID
Yanhong Liu: Department of Special Education, Beijing Normal University, Rm 419, YingDong Building, Xin Jie Kou Wai Da Jie #19, Beijing, China.
Xia Cheng: Faculty of Education, Education Research Center for Children with Autism, Beijing Normal University, Rm 406, YingDong Building, Xin Jie Kou Wai Da Jie #19, Beijing, China.
Qi Zhao: Hai Dian Modern Art Preschool, 7th Building, Luo Zhuang Xi Li, Zhi Chun Lu, HaiDian, Beijing, China.
Jingjing Huang: Hai Dian Modern Art Preschool, 7th Building, Luo Zhuang Xi Li, Zhi Chun Lu, HaiDian, Beijing, China.
The purpose of this study was to evaluate the effects of intraverbal prompts on response diversity and novelty in intraverbals posed to children with autism spectrum disorder (ASD). The intraverbal prompts involving function, feature, and class (FFC) of an item were used in the training of three questions requiring multiple responses. Two Chinese boys with ASD (aged 5-6 years) served as participants. A multiple-probe across three behaviors design was employed. The results indicated that the intraverbal prompts effectively increased the number of divergent responses to all three questions. Novel responses emerged at a low level while generalization to similar questions was not observed following the training.
