Adaptation of One-Session Treatment for Specific Phobias for Children with Autism Spectrum Disorder Using a Non-concurrent Multiple Baseline Design: A Preliminary Investigation

Abstract This study implemented a modified teaching interaction procedure to teach social skills to 4 children diagnosed with autism spectrum disorder with an intellectual disability. A multiple baseline design across social skills and replicated across participants was utilized to evaluate the effects of the modified teaching interaction procedure. The results demonstrated that the teaching interaction procedure resulted in all participants acquiring targeted social skills, maintaining the targeted social skills, and generalizing the targeted social skills.

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Emergent Intraverbal and Reverse Intraverbal Behavior Following Listener Training in Children with Autism Spectrum Disorder

The Analysis of Verbal Behavior ◽

10.1007/s40616-021-00164-3 ◽

2022 ◽

Author(s):

Inger Karin Almås ◽

Dean P. Smith ◽

Sigmund Eldevik ◽

Svein Eikeseth

Keyword(s):

Autism Spectrum Disorder ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Multiple Baseline ◽

Future Research ◽

Baseline Design ◽

Listener Behavior ◽

Intraverbal Behavior ◽

Listener Training

AbstractWe evaluated whether intraverbal and reverse intraverbal behavior emerged following listener training in children with autism spectrum disorder (ASD). Six participants were each taught three sets of three “when?” questions in listener training. A multiple baseline design across behaviors (stimulus sets) was used to assess the effects of listener training. Results showed that intraverbal behavior emerged following listener training for five out of six participants. One participant received additional listener training and intraverbal training before intraverbal behavior emerged. Furthermore, reverse intraverbal responding occurred across all three sets of questions for three of the six participants. Establishing listener behavior may be a pathway for emergent intraverbal and reverse intraverbal responding in children with ASD. Future research could examine what skill repertoire may facilitate such transfer.

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Teaching Advanced Manding Skills to Children with Autism Spectrum Disorder Using Systematic Instruction, Speech-Generating Devices, and Skinner’s Analysis of Verbal Behaviour

10.26686/wgtn.17018774 ◽

2021 ◽

Author(s):

◽

Amarie Carnett

Keyword(s):

Autism Spectrum Disorder ◽

Communication Skills ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Multiple Baseline ◽

Multiple Baseline Design ◽

Systematic Instruction ◽

Baseline Design ◽

Children With Asd ◽

Multiple Probe

<p>Autism Spectrum Disorder (ASD) is characterized by marked impairments in social and communication skills, as well as restricted and/or repetitive patterns of behaviour or interests. Approximately 25-30% of children with ASD do not develop speech. As a result they may require augmentative and alternative communication (AAC) interventions. However, most interventions discussed in our present body of research focuses on basic communication skills like requesting. As such, it is important to investigate systematic teaching strategies for more complex requesting (i.e., manding) skills like requesting actions or requesting information. This research aims to extend previous manding literature by investigating effective methods for teaching advanced manding skills to children with ASD who communicate using an SGD. Three empirical intervention studies that a presented in this thesis evaluated the use of behaviour chain interruption strategy (BCIS) and systematic teaching procedures based on the principals of applied behaviour analysis (ABA), to teach advanced manding skills (i.e., manding for actions, manding for “where” questions, and persistence of “where questions”) for individuals with ASD who use speech-generating devices (SGD). Single-case research methodology was used via variations of the multiple baseline design (i.e., multiple probe multiple baseline design across participants and multiple probe multiple baseline across participants and behaviour chains) to evaluate the effectiveness of the interventions. A total of three participants (2 boys and 1 girl, ages 13, 10, and 5) participated in the interventions that were designed to teach the targeted mand. Results of each study yielded positive results, in that each participant acquired the targeted skill. Generalisation (i.e., across stimuli, over time, and across communication partners) results were mixed, however with additional teaching with the use of systematic instruction they were also acquired. Although these results are preliminary, they indicated that advanced manding skills should be taught to children with ASD who communicate using SGDs and can be acquired with the use of systematic instruction.</p>

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The Additive Effect of CBT Elements on the Video Game ‘Mindlight’ in Decreasing Anxiety Symptoms of Children with Autism Spectrum Disorder

Journal of Autism and Developmental Disorders ◽

10.1007/s10803-021-04927-8 ◽

2021 ◽

Author(s):

Lieke A. M. W. Wijnhoven ◽

Rutger C. M. E. Engels ◽

Patrick Onghena ◽

Roy Otten ◽

Daan H. M. Creemers

Keyword(s):

Autism Spectrum Disorder ◽

Video Game ◽

Behavioral Therapy ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Additive Effect ◽

Multiple Baseline ◽

Baseline Design ◽

Children With Asd

AbstractThe aim of the present study was to examine the additive effect of elements of cognitive behavioral therapy (CBT) on the video game Mindlight in decreasing anxiety of children with an autism spectrum disorder (ASD). A non-concurrent multiple baseline design with 8 children with ASD in the age of 8–12 was used. CBT did not have the hypothesized additive effect on Mindlight in decreasing anxiety of children with ASD. Instead, multiple participants already experienced a decrease in anxiety during the Mindlight sessions. Yet, several participants did experience a stabilization in anxiety at a low level during the CBT sessions. For now, it can be concluded that CBT does not have an additive effect on Mindlight.

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Teaching Advanced Manding Skills to Children with Autism Spectrum Disorder Using Systematic Instruction, Speech-Generating Devices, and Skinner’s Analysis of Verbal Behaviour

10.26686/wgtn.17018774.v1 ◽

2021 ◽

Author(s):

◽

Amarie Carnett

Keyword(s):

Autism Spectrum Disorder ◽

Communication Skills ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Multiple Baseline ◽

Multiple Baseline Design ◽

Systematic Instruction ◽

Baseline Design ◽

Children With Asd ◽

Multiple Probe

<p>Autism Spectrum Disorder (ASD) is characterized by marked impairments in social and communication skills, as well as restricted and/or repetitive patterns of behaviour or interests. Approximately 25-30% of children with ASD do not develop speech. As a result they may require augmentative and alternative communication (AAC) interventions. However, most interventions discussed in our present body of research focuses on basic communication skills like requesting. As such, it is important to investigate systematic teaching strategies for more complex requesting (i.e., manding) skills like requesting actions or requesting information. This research aims to extend previous manding literature by investigating effective methods for teaching advanced manding skills to children with ASD who communicate using an SGD. Three empirical intervention studies that a presented in this thesis evaluated the use of behaviour chain interruption strategy (BCIS) and systematic teaching procedures based on the principals of applied behaviour analysis (ABA), to teach advanced manding skills (i.e., manding for actions, manding for “where” questions, and persistence of “where questions”) for individuals with ASD who use speech-generating devices (SGD). Single-case research methodology was used via variations of the multiple baseline design (i.e., multiple probe multiple baseline design across participants and multiple probe multiple baseline across participants and behaviour chains) to evaluate the effectiveness of the interventions. A total of three participants (2 boys and 1 girl, ages 13, 10, and 5) participated in the interventions that were designed to teach the targeted mand. Results of each study yielded positive results, in that each participant acquired the targeted skill. Generalisation (i.e., across stimuli, over time, and across communication partners) results were mixed, however with additional teaching with the use of systematic instruction they were also acquired. Although these results are preliminary, they indicated that advanced manding skills should be taught to children with ASD who communicate using SGDs and can be acquired with the use of systematic instruction.</p>

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Effectiveness of Telehealth Direct Therapy for Individuals with Autism Spectrum Disorder

10.31234/osf.io/stnu7 ◽

2020 ◽

Author(s):

Karen Nohelty ◽

Casey B. Bradford ◽

Leah Hirschfeld ◽

Christopher Miyake

Keyword(s):

Autism Spectrum Disorder ◽

Applied Behavior Analysis ◽

Clinical Supervision ◽

Autism Spectrum ◽

Discrete Trial Training ◽

Spectrum Disorder ◽

Multiple Baseline ◽

Discrete Trial ◽

Baseline Design ◽

Behavior Analysts

The field of applied behavior analysis (ABA) has utilized telehealth for clinical supervision and caregiver consultation and has produced research providing evidence for the efficacy of both modalities. Research demonstrating effectiveness is crucial, as behavior analysts must ensure the services they provide are effective in order to be ethical. With the increased need for patients to access more telehealth direct services, the current study evaluated the efficacy of telehealth direct therapy to teach new skills to individuals with autism spectrum disorder (ASD). This study examined the utility of natural environment teaching and discrete trial training strategies provided over a videoconferencing platform to teach new skills directly to eight individuals with ASD. The skills acquired by each individual were taught solely through telehealth direct therapy and included skills in the language, adaptive, and social domains. In a multiple baseline design, all eight individuals acquired mastery for all targets; additionally, generalization was assessed to caregivers for some targets. The evidence suggests that telehealth is a modality that is effective and can be considered for all patients when assessing the appropriate location of treatment.

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Increasing Engagement for Young Children With Autism Spectrum Disorder Using Way to Play: A Preliminary Investigation of the Adult Training Program

Australasian Journal of Special and Inclusive Education ◽

10.1017/jsi.2021.14 ◽

2021 ◽

pp. 1-13

Author(s):

Dervla Beaumont ◽

Tanya Blakey ◽

Neil Stuart ◽

Julia Woodward

Keyword(s):

Autism Spectrum Disorder ◽

New Zealand ◽

Young Children ◽

Program Effectiveness ◽

Preliminary Investigation ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Case Examples ◽

Young Children With Autism

Abstract Way to Play is an approach that supports adults to promote the engagement of young children with autism spectrum disorder through play. The Ministry of Education in New Zealand has collaborated with Autism New Zealand to ensure the sustainable delivery of Way to Play within Auckland’s early learning services by training early intervention staff to both use Way to Play and to coach and support other adults in its use. Key strategies that form the foundation of Way to Play are described, and an outline of the evidence base for these strategies is provided. Preliminary data demonstrate the effectiveness of the training approach and the perceived impact for young children with autism and their parents/carers and teachers. Case examples illustrate how Way to Play is used across home and educational settings to successfully support the engagement and inclusion of young children with autism. Suggestions are made for a comprehensive investigation of program effectiveness.

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Measuring Happiness Behavior in Functional Analyses of Challenging Behavior for Children with Autism Spectrum Disorder

Behavior Modification ◽

10.1177/0145445519878673 ◽

2019 ◽

pp. 014544551987867 ◽

Cited By ~ 1

Author(s):

Benjamin R. Thomas ◽

Marjorie H. Charlop ◽

Nataly Lim ◽

Caitlyn Gumaer

Keyword(s):

Autism Spectrum Disorder ◽

Challenging Behavior ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Multiple Baseline ◽

Experiment Study ◽

Children With Asd ◽

Functional Analyses

This two-experiment study assessed the utility of measuring happiness behavior (e.g., smiling and/or laughing) within functional analyses (FA) of challenging behavior, and using results to inform interventions for children with autism spectrum disorder (ASD). In Exp. 1, we concurrently measured happiness behavior within the trial-based FA’s of challenging behavior of four children with ASD. Results showed differentiation for both challenging behavior in test trials and happiness behavior within controls. In Exp. 2, we compared interventions based on challenging and happiness behavior from FA results for three of the participants, using a multiple-baseline across-participants design, with embedded reversals. Results suggested that interventions derived from measures of the children’s happiness behavior led to reductions challenging behavior that were similar to interventions informed by challenging behavior, and were also associated with increased happiness behavior. Taken together, these two experiments suggest that the measurement of children’s happiness behavior in FA of challenging behavior appears to be helpful in determining interventions for children with ASD.

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