Objectives: In the present study, we increased the social communication of four autistic children by teaching texting conversation skills on smart phones.
Methods: A multiple baseline design across two dyads was used to assess the texting conversation intervention, with additional generalization probes taken across texting partners and FaceTime® sessions. One-month maintenance probes were also assessed.
Results: All four participants increased their conversational texting, and their conversation content was novel. Generalization across texting partners occurred, and skills were maintained. Appropriate verbal content spoken during FaceTime® probes was also observed.
Conclusions: Results are discussed in terms of the potential benefits of teaching autistic children social communication through text.
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| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC9996571 | PMC |
| http://dx.doi.org/10.1007/s41252-023-00322-9 | DOI Listing |
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