Prioritizing Learner Preference to Enhance Quality of Life: Script Fading to Teach Dramatic Script Memorization as a Recreational Activity for an Adult with Autism

Randi Sarokoff

 Co-Presenters: Individual Presentation
College: College of Education
Department: School of Special Education and Literacy
 

Abstract:

This study aimed to evaluate the effectiveness of the script fading procedure (SFP) in promoting line memorization, thereby supporting the inclusion of an adult with autism in a self-chosen recreational activity. The participant had previously demonstrated a skill deficit for memorizing a script for a theatrical performance, which was her preferred recreational activity. While SFP has been successfully used to teach various skills, prior research had not focused on self-selected leisure activities or adult participants. Using a multiple-baseline-across-behaviors (scripts) design, the words of three scripts were taught and systematically faded. Following the SFP, the physical scripts were faded entirely. Through all steps of script fading, generalization, and maintenance, the participant successfully recited the script with nearly 100% accuracy. The findings demonstrate that SFP is an effective method for teaching script memorization and represent the first application of behavior-analytic techniques to performing arts leisure skills. This study highlights the potential of applied behavior analysis (ABA) to enhance the quality of life for adults with autism—a population in need of further research on leisure skills, recreation, inclusion, and quality of life (QOL).