Teaching children with autism to explain how: A case for problem solving?

Three boys with autism, joined the study. Each could already name objects and follow simple routines like brushing teeth.

The team first taught a four-step problem-solving script: look, think, choose, try. Kids practiced the script on three familiar tasks: teeth brushing, hand washing, and packing a backpack.

Sessions ran in the clinic. Trainers used pictures, praise, and gentle prompts. A multiple-baseline design showed when each child started to explain how to do the task without help.

All three boys learned to say a full how-to explanation in 3-5 sessions. They used the script words on their own and kept the skill one month later.

Next, the staff tried tact-only teaching for new tasks. Because the boys already had the script, simple naming drills were now enough for them to explain how to do the new activity.

van Timmeren et al. (2016) used a similar self-talk plan with teens who also had intellectual disability. They swapped the script for iPhone videos and still saw quick gains, showing the idea stretches to older kids and lower language levels.

Dell’Aringa et al. (2020) taught autistic children to label others’ feelings with most-to-least prompting. Both studies used a multiple-baseline design and strong prompting, but Frampton targeted explaining-how while Dell’Aringa targeted feeling words.

Peters et al. (2018) warned that isolated perspective-taking drills rarely help real social skills. Frampton’s PSST avoids this trap by tying the script to real daily tasks, matching the review’s call for embedded teaching.

If you work on daily living or social skills, add a short problem-solving script first. Once the child can say “look, think, choose, try,” later lessons need fewer prompts and less time. You get faster mastery and a learner who can teach others how to do the task.