| 1. Attention Cueing | Securing the child's attention | The researcher sat facing or next to the child to prepare for interactive engagement. | |
| 2. Reinforcer Selection | Enhancing the child's motivation | The researcher presented preferred activity picture exchange cards to the child and said, “Let’s study first, and then you can choose what you want to do, okay?” After the child selected a card, the intervention began. | |
| 3. Tablet Use Instruction | Explaining how to use the AR application; providing anticipatory reinforcement | 1. The researcher shows the tablet to the child and explains how to use it.“[Child’s name], let me show you first. When you touch the screen like this, a picture appears—let’s try to say what this character is doing.”The researcher touches the application and models the response by saying, “Clap hands.”2. If the child gives a correct response, the reinforcement screen (e.g., fireworks animation) within the application is displayed. | |
| 4. Encouraging Independent Learning | Promoting Independent Performance | The researcher encouraged the child to independently interact with the application by saying,“Now it’s your turn, [Child’s Name].”If independent performance was difficult, partial physical prompts or verbal cues were provided to support the child in touching the application screen. | |
| 5. Reinforcement Provided for Correct Responses | Reinforcement upon Correct Responses | When the child touched the application screen, the researcher asked,“What is this character doing, [Child’s Name]?” and waited for 5 seconds.If a correct response was given within 5 seconds, the researcher immediately provided praise (e.g., “That’s right! Good job!”) while displaying the reinforcement screen (e.g., fireworks animation) within the application. | |
| 6. Prompting Provided Following Incorrect Responses (Error Correction) | Systematic Prompts Were Delivered in Response to Incorrect or No Responses | 1. If the child shows no response or an incorrect response within 5 seconds, a most-to-least prompting hierarchy is implemented to correct the error.2. First prompt (Full verbal prompt):“Say it with me. Clap hands.”3. Second prompt (Partial verbal prompt):The therapist provides the initial syllable, e.g., “Cl–.”4. Third prompt (Visual prompt):The therapist visually models the mouth shape of the target word to provide a visual cue.5. Fourth prompt (Independent response):The therapist presents only the question without any additional prompts, allowing the child the opportunity to produce the target word independently. | |
| 7. Procedure When Errors Persist Despite Prompting | Procedure for Continued Errors Despite Prompting | If the child continues to make incorrect or no responses despite prompting, the therapist provides neutral feedback by saying,“Okay, this character is clapping hands. Let’s try the next one,” and moves on to the next item. | |
| 8. Reinforcement Provided After the Session | Reinforcement Provided After the Entire Session | At the end of the session, the child removes the reinforcement card that was selected and attached to the Velcro board at the beginning of the session and hands it to the researcher.The researcher checks it and says, “You did a great job today, [Child’s Name]. Shall we do [reinforcer] now?” while providing the selected reinforcer or allowing the child to engage in the chosen activity sufficiently. | |