Assessment and treatment of response to name for children with autism spectrum disorder: Toward an efficient intervention model

Conine et al. (2020) wanted faster ways to teach kids with autism to respond when their name is called. They tried giving a small toy or snack right after the child looked or answered. They also faded extra cues quickly so the child learned to react to the name alone.

Nine children got this package: tangible item plus prompt fading. The team counted how many teaching trials each child needed to reach mastery.

All nine children learned to turn or speak when they heard their name. Most reached mastery in far fewer trials than older studies had reported.

Gains looked big on the graphs and showed up quickly once the tangible item was delivered.

Morris et al. (1982) first showed that waiting three seconds before letting a child respond helps kids with autism tell sounds apart. Conine keeps that brief pause but adds a toy, cutting trial counts.

Gorgan et al. (2019) found no single prompt-fading plan works for every child. Conine’s team side-steps this worry by starting with a quick baseline check and then moving straight to the combined package, saving staff time.

Silbaugh et al. (2018) also moved to a stronger prompt only after reinforcement alone failed. Conine flips the order: start with tangible reinforcement plus fading, and you may not need heavier tactics later.

If you run early-intervention sessions, you can copy this model: call the child’s name, wait a beat, then hand a tiny preferred item for any orienting response. Fade extra gestures fast. The study shows you can hit mastery in days, not weeks, freeing time for other goals. Try filming baseline first; if the child already responds sometimes, skip straight to the tangible plan and track daily trials until you see two consecutive sessions at 80 % or better.