This study used modified functional analysis procedures and functional communication training to assess and replace the faulty communication responses of three older children with autism during conversational exchanges. Participants exhibited frequent amounts of delayed echolalia and perseverative utterances when conversing with adults and peers. Results of a modified functional analysis suggested that attention was the maintaining consequence. Scripts, token reinforcement, and response cost tactics were implemented to teach the participants to reciprocate conversational responses in order to obtain a listener's attention. Correct responses and speaker/listener exchanges during social conversations increased for all participants while faulty responses decreased. Results were maintained during a return to baseline and final probe sessions.
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