Abstract
Objective: This retrospective case study of an eight year old female with autism illuminates how alteration of the training environment using florescent objects under blacklight conditions, may have been the facilitating impetus that increased her interaction with objects over time. Methods: This study approach was chosen to best correspond with establishment of an individualized education plan for a child with limited functional skills. The complicated task of teaching toothbrushing was broken down into 34 action steps, grouped into six training clusters that were chained together, using a hierarchy of prompts that were faded on every step, until the child functioned on each step independently. Her progress was evaluated by four points of data. Findings: The child interacted with objects and became independent in toothbrushing. Conclusion: Backlighting brought previously ignored objects into the foreground, enabling a child with autism to develop or accentuate visual focus. Future research about the effect of blacklight paired with powerful instructional techniques is recommended.