We examined the use of computer video models and video rewards to teach generative spelling to a child with an autism spectrum disorder. In Phase 1, Ana viewed video models of her teacher writing target words. After Ana wrote the words correctly, she watched videos of play routines unique to each training word. Ana rapidly learned to spell three five-word sets based on pictures and dictation. In Phase 2, Ana learned to spell four novel words (e.g., lore and tock) that were based on the elements of five words learned in Phase 1 (e.g., tore and lock) and arranged into a teaching matrix of three beginning consonants and three word endings. In Phases 3 and 4, Ana learned to spell subsets of four three-by-three matrices, then immediately proved capable of spelling the remaining words in each matrix. Ana also succeeded on generalization and maintenance tests at home and school throughout the study. Generative spelling thus may be derived from a teaching package that (a) involves video models and rewards and (b) arranges opportunities for learning to recombine initial consonants and word endings. Ana's proficiency in spelling helped her acquire literacy skills commensurate with her general school placement.

Although echoic prompts may be effective for teaching intraverbal behavior to children with autism, the performance of some children may become dependent on such prompts (i.e., the prompts cannot be eliminated). Recent research suggests that visual rather than echoic prompts may be used to teach children with autism a variety of skills and may facilitate independent performance. In the present study, an adapted alternating treatments design was used to compare the effects of using visual (textual) and echoic prompts on acquisition of intraverbal responses (answering questions) by 2 children with autism. The results indicated that the textual prompts were more effective than the echoic prompts. Implications for the use of visual prompts during instruction with children with autism are discussed.

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The use of a simple-conditional discrimination training procedure, in which stimuli are initially taught in isolation with no other comparison stimuli, is common in early intensive behavioral intervention programs. Researchers have suggested that this procedure may encourage the development of faulty stimulus control during training. The current study replicated previous work that compared the simple-conditional and the conditional-only methods to teach receptive labeling of pictures to young children with autism spectrum disorder. Both methods were effective, but the conditional-only method required fewer sessions to mastery.

Several researchers have compared the effectiveness of tact or textual prompts to echoic prompts for teaching intraverbal behavior to young children with autism. We extended this line of research by comparing the effectiveness of visual (textual or tact) prompts to echoic prompts to teach intraverbal responses to three young adults with autism. An adapted alternating treatments design was used with 2 to 3 comparisons for each participant. The results were mixed and did not reveal a more effective prompting procedure across participants, suggesting that the effectiveness of a prompting tactic may be idiosyncratic. The role of one's learning history and the implications for practitioners teaching intraverbal behavior to individuals with autism are discussed.