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Self-Initiations – What to Do
The final key component of PRI is teaching children self-initiations
(Koegel, Koegel, Harrower, & Carter, 1999). Individuals with ASD
are usually limited in the number of questions they ask and the functions
of language they use (e.g., requesting objects, but not information;
limited use of social initiations), compared to their typical peers
(Koegel, Koegel, Harrower & Carter; Tager-Flusberg, 1996; Wetherby
& Prutting, 1984). Self-initiation training primarily consists of
teaching children to spontaneously ask questions to gain information
(Koegel, Koegel, Harrower, & Carter). Children with ASD have been
taught to ask:
- “What’s that?” when viewing
an unknown item (Koegel, Camarata, Valdez-Menchaca, & Koegel,
1998; Koegel, Koegel, Shoshan, & McNerney, 1999)
- “What happened?” and “what’s
happening?” to learn verbs (Carter, Koegel, & Koegel, 1996;
Koegel, Koegel, Shoshan et al., 1999)
- “Where is it?” (Koegel, Koegel,
Shoshan et al., 1999)
- “Whose is it?” (Koegel, Koegel,
Shoshan et al., 1999)
In addition, children have been taught to use other verbalizations
to get attention (Koegel, Koegel, Shoshan et al., 1999):
- “Look, Mommy.”
- “Help me.”
- “Play ____” [favorite activity].
Research that Backs PRI
With the wide variety of interventions promoted for use
with individuals with ASD, it is imperative to consider the empirical
evidence that supports each. PRI, unlike many other strategies, has
research backing. In particular, PRI has been shown to improve language
and play skills in children with ASD (Koegel, O’Dell, & Koegel,
1987; Stahmer, 1995; Stahmer & Gist, 1997; Stahmer, Schreibman,
& Palardy, 1994). Progress in play skills included improvements
in symbolic play that were generalized across people, materials, and
settings, and maintained for three months (Stahmer, 1995). Improvements
in speech included increases in number of words spoken, speech spoken
in the correct context, longer sentences, initiations to peers, and
increased verbal exchanges with peers (Pierce & Schreibman, 1995,
1997).
Other areas of improvement have been demonstrated as
a result of PRI as well. For example, Hupp and Reitman (2000) found
that parents of children with ASD can be taught to implement PRI effectively,
resulting in greater opportunity for generalization of new skills and
additional hours of instruction for each child. Eye contact has increased
(Hupp & Reitman, 2000). While desired behaviors have increased,
PRI has decreased inappropriate behaviors (e.g., facial contortions,
persistent body rubbing, perseveration on favorite topics) (Koegel &
Frea, 1993).
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