AN EVALUATION OF 2 METHODS FOR INCREASING SELF-INITIATED VERBALIZATIONS IN AUTISTIC-CHILDREN

Three children with autism and mental retardation were treated for def icits in self-initiated speech. A novel treatment package employing vi sual cue fading was compared with a graduated time-delay procedure pre viously shown to be effective for increasing self-initiated language. Both treatments included training multiple self-initiated verbalizatio ns using multiple therapists and settings. Both treatments were effect ive, with no differences in measures of acquisition of target phrases, maintenance of behavioral gains, acquisition with additional therapis ts and settings, and social validity.