Study objective: We taught a child with autism spectrum disorder and severe intellectual disabilities enrolled in a special needs class to respond to questions using the expressions “This one,” “Yes,” and “No.” Design: A multiple baseline design across behaviors was used. Setting: A special needs classroom. Participants: A child with autism spectrum disorder and severe intellectual disabilities participated. Intervention: We used three training steps. (1) The teacher asked, “Which one is a (stimulus name)?” We asked the participant to respond by pointing to the stimulus and saying, “This one.” (2) The teacher pointed to the stimulus and asked, “Is this a (stimulus name)?” We asked the participant to respond by saying “Yes,” if the stimulus was correct. (3) The teacher pointed to the stimulus and asked, “Is this a (stimulus name)?” We asked the participant to respond by saying “No.” if the stimulus was incorrect. Measures: We conducted five trials in one session and calculated the correct response rate for each session. Results: The correct response rates increased after the intervention and had a large effect size. However, there was a significant variance in the “yes/no” responses. Conclusion: The child quickly acquired the responses. However, there was a large variance in the “yes/no” responses. Therefore, it is necessary to reduce the number of stimuli in the early stages of the intervention to increase the correct response rate.
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