Boosting Cooperative Communication in Learning Centers: Insights from an Activity Schedule Intervention

Introduction

Cooperative communication plays a crucial role in a well-functioning classroom, yet children with autism spectrum disorder (ASD) often struggle with these social exchanges. Educators and behavior analysts face the challenge of helping children with ASD develop the necessary communication skills to engage effectively with peers, particularly during structured activities such as learning centers.

A recent study published in Behavior Analysis in Practice (Mattson et al., 2024) explores how an activity schedule intervention package can enhance cooperative vocal exchanges in learning centers. The findings suggest that structured activity schedules embedded with scripts can significantly improve children’s ability to communicate and collaborate with classmates.

This blog post will break down the study's background, methodology, key findings, and its practical implications for behavior analysts and educators.

Background

Many children with ASD struggle with spontaneous verbal interactions, making it difficult for them to participate in cooperative tasks. Social communication skills are fundamental in early education settings, but fostering these skills requires structured interventions.

Existing Approaches to Improve Social Communication

Past research has explored various methods to encourage social exchanges in children with ASD, including:

1. Activity Schedules – Visual and textual prompts that guide children through structured tasks.
2. Script and Script Fading – Pre-written verbal models (scripts) that are systematically faded once the child begins using the phrases independently.
3. Cooperative Activity Schedules with Embedded Scripts – This approach integrates scripted prompts within activity schedules to encourage natural peer communication.

The study by Mattson et al. (2024) builds on this past research by evaluating how cooperative activity schedules impact vocal exchanges among children with ASD.

Methodology

Participants

The study included six children with ASD who met specific selection criteria:

• Experience following basic activity schedules
• Familiarity with script training as part of their clinical programs
• Mastery of learning center tasks such as letter tracing and number matching
• Independent transitioning between learning stations

Participants were grouped into pairs to encourage cooperative interactions during structured activities.

Setting and Materials

The research was conducted in a classroom designed for structured learning activities. Materials used in the study included:

• Activity schedule books containing step-by-step visual instructions
• Learning center materials such as letters, markers, number cards, and marbles
• Embedded scripts strategically placed in activity schedules to encourage communication

Dependent Variables

Researchers measured three key indicators of success:

1. Rate of cooperative vocal exchanges – How often children engaged in verbal communication with their peers.
2. Trained vs. untrained exchanges – Whether children used scripted prompts or initiated their own communication.
3. Completion of scheduled behaviors – The percentage of tasks completed independently.

Procedures

Baseline Condition

Before implementing the intervention, researchers observed how frequently participants engaged in cooperative exchanges without structured prompts.

Activity Schedule Intervention

Once baseline measurements were established, researchers introduced the activity schedule intervention, which included:

1. Physical Prompting for Schedule Use – Initially guiding children to follow the structured schedule.
2. Behavioral Skills Training (BST) – Teaching participants the skills needed to use the schedule effectively.
3. Rule plus Postsession Reinforcement – Explaining the importance of cooperation and using reinforcement strategies after sessions.

Scripts were embedded in the schedules to encourage cooperative communication between peers.

Schedule Fading

Over time, researchers gradually reduced scripted prompts and supports to assess whether participants maintained their skills independently.

No-Schedule Probe Conditions

To determine the long-term effectiveness of the intervention, researchers conducted follow-up assessments where activity schedules were removed. This helped measure whether children continued engaging in cooperative exchanges without external prompts.

Results

Key Findings

The study found that the activity schedule intervention significantly improved cooperative vocal exchanges among participants.

1. Increased Communication – All participants showed a substantial rise in cooperative vocal interactions.
2. Expansion Beyond Scripts – Participants not only used trained, scripted exchanges but also initiated novel, unscripted interactions with peers.
3. Successful Schedule Fading – Most participants maintained their cooperative communication skills even after the visual and scripted supports were withdrawn.

Practical Implications

These findings are highly relevant for behavior analysts and educators working with children with ASD. Here’s how this research can be applied in real-world classroom settings:

1. Incorporate Activity Schedules to Encourage Communication

   • Use structured visual schedules to guide children through cooperative tasks.
   • Embed simple scripts to prompt verbal exchanges and reinforce communication.

2. Gradually Fade Supports to Promote Independence

   • As children become skilled in cooperative communication, reduce scripted prompts and other supports.
   • Monitor progress and adjust fading procedures based on individual needs.

3. Use Behavioral Skills Training to Teach Activity Schedule Use

• Implement BST strategies, including modeling, role-playing, and reinforcement, to ensure participants understand how to use schedules effectively.

4. Measure and Track Progress
   • Regularly assess the number of cooperative exchanges to determine the success of interventions.
   • Differentiate between scripted and spontaneous exchanges to encourage generalization of communication skills.

Conclusion

The study by Mattson et al. (2024) provides strong evidence that cooperative activity schedules with embedded scripts can improve social communication skills in children with ASD. These findings reinforce the importance of structured interventions in helping children engage more independently and effectively in learning environments.

For behavior analysts, implementing and adapting these strategies can lead to meaningful improvements in peer interactions, promoting not just academic success but also essential social development.

To access the full study, click here:
https://doi.org/10.1007/s40617-024-00939-9

By implementing these evidence-based strategies, we can help children with ASD develop the social skills they need to succeed in classroom settings and beyond.