Abstract
Children with autism are frequently taught to follow picture activity schedules to increase independence in task engagement and transitions. As textual behavior allows for greater independence and efficiency in responding, schedules should rapidly become textual in form. Previous research has shown the effectiveness of conditional discrimination training and superimposition and fading procedures in establishing textual control. The current study evaluated the relative effectiveness of these procedures in establishing derived textual control in activity schedules. Participants included three children with autism (ages 3, 8 and 10 years). Following the demonstration of proficiency in picture activity schedules, participants were exposed to superimposition and fading and conditional discrimination training in an alternating treatments fashion. Pretest-posttest measures were used to evaluate emergent relations among stimuli. Results indicated that conditional discrimination training was superior to stimulus fading for one participant. The remaining participants showed no clear difference between the procedures related to derived textual control.