Improving Acquisition of Target Language Skills in Children with Autism

Greg Lyons

The literature suggests that recasting linguistic structures for children with autism may be an effective instructional strategy. However, the literature is not clear about specifying the type of contingency while implementing recasting. Although recasting results in the acquisition and generalization of target linguistic structures in children without autism, this study questions whether recasting, which according to common practice does not require a correct-response contingency, is effective for children with autism. Within the context of a multiple-baseline design across participants and behaviors, this study examined the effects of recasting with and without a contingency placed on the correct production of the target linguistic structure. Specifically, during the recast-only condition the children were not required to produce the target linguistic structure. However, during the recast-with-contingency condition participants were required to repeat the target linguistic structure. Acquisition and generalization of target linguistic structures were measured. Results demonstrated the need to provide contingent reinforcement when recasting in order to improve acquisition and generalization of target linguistic structures in children with autism.