An important communication skill for children with autism is answering multiple questions about visual stimuli (e.g., “What is it?” “What color is it?”). We targeted answering “What number?” and “What shape?” in the presence of numbers inside shapes, and “What is it?” and “What color?” in the presence of colored objects (e.g., a yellow cat) with 3 preschoolers with autism. In addition to a progressive time delay, we required the participants to answer the questions by echoing a keyword from the questions. For example, we taught them to answer, “What color?” with “color blue.” In the context of a multiple‐probe design across behaviors within a multiple‐probe design across participants, the procedure was effective in increasing trained responses and producing within‐ and across‐category generalization. The echoic may have facilitated the responses by increasing the salience of the auditory stimuli and strengthening intraverbals within autoclitic frames.

中文翻译：

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时间延迟和要求回声对回答有关视觉刺激的问题的影响

自闭症儿童的一项重要沟通技巧是回答有关视觉刺激的多个问题（例如，“它是什么？”“它是什么颜色？”）。我们的目标是回答“什么数字？” 和“什么形状？” 在形状内部存在数字的情况下，“这是什么？” 和“什么颜色？” 3 名患有自闭症的学龄前儿童在有色物体（例如，一只黄色的猫）面前。除了渐进的时间延迟外，我们还要求参与者通过回应问题中的关键字来回答问题。例如，我们教他们回答“什么颜色？” 带有“蓝色”。在跨参与者的多探针设计中跨行为的多探针设计的背景下，该程序在增加训练有素的反应和产生类别内和跨类别的概括方面是有效的。