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Abstract

This study evaluated the effectiveness of a teacher-implemented intervention package designed
to replace prelinguistic behaviors with functional communication. Four young children with
autism participated in a multiple-probe design across three communicative functions. Initially,
three existing communication functions were selected for each child. Next, the existing prelinguistic
behaviors that the children used to achieve these functions were identified. Replacement
forms that were considered more recognizable and symbolic were defined to achieve
these same functions. After a baseline phase, teachers received inservice training, consultation,
and feedback on how to encourage, acknowledge, and respond to the replacement forms.
During intervention, the replacement forms increased and prelinguistic behaviors decreased
in most cases. The results suggested that the teacher-implemented intervention was effective
in replacing prelinguistic behaviors with alternative forms of functional communication.

Item Type:	Article
Authors/Creators:	Keen, D and Sigafoos, J and Woodyatt, G
Keywords:	Prelinguistic behaviors; functional communication training; autism.
Journal or Publication Title:	Journal of Autism and Developmental Disorders
ISSN:	0162-3257
DOI / ID Number:	10.1023/A:1010612618969
Additional Information:	The original publication is available at www.springerlink.com
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