Empirical evidence indicates that intervention incorporating visual and game-based strategies can significantly enhance language acquisition and social skill development in children diagnosed with autism spectrum disorder (ASD). The present study evaluated the effectiveness of a memory-based game as a visual stimulus designed to enhance the acquisition of WH questions (i.e., what, where) in children with ASD. A changing criterion design embedded within a multiple baseline across subjects’ design was implemented with three participants aged 4–6 years. All sessions took place during the participants regularly scheduled Applied Behavior Analysis (ABA) sessions at Soar Autism Center, an ABA therapy clinic utilizing the Early Start Denver Model (ESDM). During the pre-teaching phase, participants were taught to play a memory game using identical picture cards. In the baseline phase, participants were asked a series of WH-questions corresponding to the upcoming intervention stimuli while engaged in other activities. During the intervention phase, participants played the memory game using question-and-answer card pairs aligned with the baseline targets. Once participants mastered the designated number of matches, they were asked the same WH-questions outside of the game context to assess generalization. Overall, the study examined whether incorporating a structured, memory-based visual game could facilitate skill acquisition and generalization of WH-question responding in children with ASD
