ABA Fundamentals

Auditory script location does not affect acquisition and maintenance of vocal initiations by children with autism

Gallant et al. (2017) · Behavioral Interventions 2017
★ The Verdict

Button placement—visible or hidden—does not make or break script learning for kids with autism.

✓ Read this if BCBAs running script programs for minimally verbal children with autism.
✗ Skip if Teams working on sign language or text prompts rather than auditory scripts.

01Research in Context

01

What this study did

Gallant et al. (2017) asked a simple question: does it matter where you put the talking button? They worked with four children with autism who rarely started conversations. Each child got two setups in random order. In one, the button sat on the toy so the child could see it. In the other, the button hid behind the child's head. Both buttons played the same short script like "Let's play." The team tracked how fast each child learned to say the first word without help.

02

What they found

Results were all over the map. Two kids learned fastest when they could see the button. One kid learned better when the button was hidden. The last kid showed no difference at all. In other words, device location did not predict success for the group.

03

How this fits with other research

Howard et al. (1988) taught adults with severe ID to sign by using visible written scripts. Their learners needed the script in sight, which seems to clash with Gallant's finding that visibility helped only some kids. The difference is modality: the 1988 adults relied on visual cues, while Gallant's children heard audio cues. Seeing the device may still help when the prompt itself is visual.

Amore et al. (2011) paired script training with extinction to create new mand frames. They, like Gallant, used spoken scripts for children with autism, but they focused on what happens after the script is learned. Gallant's work tells us device placement won't speed up that first step; M et al. show the next step can be shaped with extinction.

Xue et al. (2024) also used an alternating-treatments design to test tiny changes—reinforcement timing—for kids with autism. Both studies prove that small procedural tweaks can be studied quickly within single cases, yet the tweak itself may not matter for every learner.

04

Why it matters

You can stop obsessing over hiding or showing the button. Start with the device where it is easiest for you to manage, then watch the data. If the child stalls, moving the device is worth a try, but it is not a magic fix. Focus your energy on good script content, prompt fading, and strong reinforcement instead.

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→ Action — try this Monday

Put the auditory script device wherever is convenient and start collecting data; move it only if the child stalls.

02At a glance

Intervention
prompting and fading
Design
alternating treatments
Sample size
4
Population
autism spectrum disorder
Finding
mixed

03Original abstract

The present study evaluated whether two different locations of auditory scripts, relative to target discriminative stimuli, affected acquisition and maintenance of initiations of vocal interactions by four boys with autism or pervasive developmental disorder not otherwise specified. An alternating‐treatments design with an initial baseline was used. Button‐activated recording devices used to play the scripts were placed either on target stimuli or held behind the participants' heads to initiate interactions about a variety of toys. After scripts and the devices were faded, the frequency of initiations emitted was greater for two participants during the device‐visible condition, greater for another participant during the device‐not‐visible condition, and no difference as a function of auditory script location for the fourth participant. These results suggest that fading an auditory script played behind a child's head may be equally as effective for establishing stimulus control by target items as fading an auditory script initially attached to items.

Behavioral Interventions, 2017 · doi:10.1002/bin.1467