Abstract

Evaluating the effectiveness of using picture books in teaching behavior to children with Autism Spectrum Disorder (ASD), five children with ASD intellectual disabilities (ASD+ID) were taught queuing behavior using picture books. Multiple baselines with a staggered introduction of the independent variable of picture books to participants were employed to evaluate the dependent variable of the percentage of correct behavior observed. Children without exposure to picture books continued to fail to line up, whereas there was an increase in queuing behaviorwith picture book exposure. The results showed that picture books could be used to teach children with ASD+ID queuing behavior sustainably and effectively.

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