Teaching complex verbal operants to children with autism and establishing generalization using the peak curriculum

2017 ◽  
Vol 50 (2) ◽  
pp. 317-331 ◽  
Author(s):  
Mark R. Dixon ◽  
Jacqueline Peach ◽  
Jacob H. Daar ◽  
Cindy Penrod
Keyword(s):  
Children With Autism ◽  
Verbal Operants

The effects of intensive tact instruction on three verbal operants in non-instructional settings for two children with autism.

2009 ◽  
Vol 3 (2-3) ◽  
pp. 173-184 ◽  
Author(s):  
Helena Lydon ◽  
Olive Healy ◽  
Geraldine Leader ◽  
Dolleen-Day Keohane
Keyword(s):  
Children With Autism ◽  
Verbal Operants ◽  
Instructional Settings ◽  
Tact Instruction

scholarly journals Tact instruction for children with autism spectrum disorder: A review

2021 ◽  
Vol 6 ◽  
pp. 239694152199901
Author(s):  
MY Savana Bak ◽  
Ana D Dueñas ◽  
Sarah M Avendaño ◽  
Ariel C Graham ◽  
Tavon Stanley
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Functional Language ◽  
Verbal Operants ◽  
Children With Asd ◽  
High Effect ◽  
Research Questions

Tacts facilitate social interaction, and a strong tact repertoire can lead to the development of other verbal operants. For children with autism spectrum disorder (ASD), the development of a tact repertoire can reduce stereotypical and repetitive language and increase social communication, as functional language may reduce the amount of stereotypical vocal behavior that children engage in. However, teaching tact repertoires to children with ASD that maintain and generalize is difficult. The current study reviewed tact interventions for children with ASD from 2000 to 2019 to provide an overview of current tact interventions, their effectiveness, and the inclusion of intervention components that may promote maintenance and generalization of learned tacts in children with ASD. Fifty-one studies were included in the review. Of the studies that met criteria for effect size calculations 87.18% of the interventions showed excellent or high effect. Although many of the studies focused more on stimulus control to answer specific research questions, some studies implemented intervention components and procedures that could promote acquisition and generalization of learned tacts in children with ASD. We discuss implications and the need to increase research regarding tact intervention components that can increase generalization in children with ASD.

scholarly journals Promoting Speech Development in Children with Autism Spectrum Disorder: A Case-Study

2016 ◽  
Vol 21 (3) ◽  
pp. 67-76
Author(s):  
O.N. Pervushina ◽  
A.N. Trubitsyna ◽  
N.G. Kondratyeva ◽  
E.N. Pliskovskaya
Keyword(s):  
Autism Spectrum Disorder ◽  
Behavioral Interventions ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Speech Development ◽  
Spectrum Disorder ◽  
State University ◽  
Verbal Operants ◽  
Verbal Behaviors

The paper describes a series of behavioral interventions carried out by the staff of the interdisciplinary Center of Applied Behavioral Analysis of the Novosibirsk State University and aimed at teaching verbal operants to children with autism spectrum disorder (ASD). The paper analyzes how the children acquire verbal behaviors of mands (demands), echoics (imitations), tacts (naming or labelling) and intraverbals (conversations), as well as provides descriptions of trainings.

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

2010 ◽  
Vol 20 (2) ◽  
pp. 42-50 ◽  
Author(s):  
Laura W. Plexico ◽  
Julie E. Cleary ◽  
Ashlynn McAlpine ◽  
Allison M. Plumb
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Descriptive Study ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Young Children With Autism ◽  
Spectrum Disorders ◽  
Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

On the Value of Repeated Measures of Intention, Vocabulary, and Grammar for Children With Autism

2010 ◽  
Vol 37 (Spring) ◽  
pp. 40-49
Author(s):  
Heidi H. Michiels ◽  
Janna B. Oetting
Keyword(s):  
Repeated Measures ◽  
Children With Autism

10 Tips For Testing Hearing in Children With Autism

ASHA Leader ◽  
2012 ◽  
Vol 17 (1) ◽  
pp. 5-7 ◽  
Author(s):  
Paul M. Brueggeman
Keyword(s):  
Children With Autism

Language Outcomes for Young Children with Autism Spectrum Disorders

ASHA Leader ◽  
2008 ◽  
Vol 13 (7) ◽  
pp. 8-12 ◽  
Author(s):  
Linda R. Watson ◽  
Michelle Flippin
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Language Outcomes ◽  
Young Children With Autism ◽  
Spectrum Disorders

Encouraging Connections Between Parents and Children With Autism

ASHA Leader ◽  
2014 ◽  
Vol 19 (6) ◽  
Author(s):  
Juliann J. Woods
Keyword(s):  
Children With Autism ◽  
Parents And Children

The Role of the SLP in Autism Spectrum Disorder Screening and Assessment

2008 ◽  
Vol 15 (2) ◽  
pp. 50-59 ◽  
Author(s):  
Amy Philofsky
Keyword(s):  
Language Development ◽  
Critical Role ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Children With Asd ◽  
Prevalence Estimates ◽  
Notable Increase ◽  
Screening Assessment ◽  
Critical Components

AbstractRecent prevalence estimates for autism have been alarming as a function of the notable increase. Speech-language pathologists play a critical role in screening, assessment and intervention for children with autism. This article reviews signs that may be indicative of autism at different stages of language development, and discusses the importance of several psychometric properties—sensitivity and specificity—in utilizing screening measures for children with autism. Critical components of assessment for children with autism are reviewed. This article concludes with examples of intervention targets for children with ASD at various levels of language development.

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