2018 Volume 42 Issue 1 Pages 43-53
In the present study, we examined the effects of utterances support on a student with autism spectrum disorder (ASD) who shows selective mutism in a regular classroom. We conducted assessments (interview and direct observation) of the participant’s utterances and used stimulus fading procedures based on the results of “-person,-” “-place-” and “-activity-” in order the participant conversable assessment information. First, we conducted utterances training for the participant in a play activity who found it easy to make utterances and provided training displaced from the university’s clinical treatment playroom to the regular classroom. Second, we conducted training in a speech activity for the participant who found it difficult to make utterances displaced from the playroom to the regular classroom. As a result, the participant could make utterances to his teacher in the regular classroom in both play and speech activities. The results suggest that assessment-based utterances training may be useful for students with ASD who show selective mutism in a regular classroom.
