The Use of Preferred Items in a Word-Learning Task: Effects on On-Task Behaviour and Learning Outcomes of Children With Autism Spectrum Disorder

2014 ◽  
Vol 39 (1) ◽  
pp. 56-66 ◽  
Author(s):  
Deb Keen ◽  
Donna Pennell
Keyword(s):  
Autism Spectrum Disorder ◽  
Word Learning ◽  
Intervention Strategy ◽  
Preference Assessment ◽  
Children With Autism ◽  
Learning Task ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Task Effects ◽  
Learning Trials

Identifying and using preferred items and activities to increase motivation and participation of children with autism spectrum disorder (ASD) has been an important and frequently used intervention strategy. Preferred objects, typically identified through a preference assessment, are most frequently used during instruction as reinforcers. These objects may be offered contingent upon a correct response or following a set period of work or may be made available continuously by incorporating them into the learning task. This alternating treatment design study examined the effects of offering preferred items during a word-learning task on learning and on-task behaviour under 2 conditions: following the completion of a set of learning trials (sequential) or continuously during a set of learning trials (embedded). Participants were 3 children with ASD aged 3–5 years. Results showed that children were more on task when preferred items were embedded, but the sequential condition led to superior learning of target behaviours for 2 of the children. Implications of using preferred items to enhance learning and on-task behaviour are discussed.

scholarly journals Cross-modal generalization of receptive and expressive vocabulary in children with autism spectrum disorder

2019 ◽  
Vol 4 ◽  
pp. 239694151882449
Author(s):  
Pumpki L Su ◽  
George Castle ◽  
Stephen Camarata
Keyword(s):  
Autism Spectrum Disorder ◽  
Word Learning ◽  
Vocabulary Learning ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Expressive Vocabulary ◽  
Unique Challenge ◽  
Large Variability ◽  
Target Words

Background and aims Word learning is an area that poses a particular challenge to children with autism spectrum disorder. A unique challenge for this population is generalization of learned skills across new learning contexts. In clinical settings, a common assumption in teaching vocabulary for children with autism spectrum disorder is that learning in one modality will generalize incidentally to untreated modalities, but very few studies have evaluated the validity of this assumption. The purpose of this study was to investigate receptive and expressive word acquisition and cross-modal generalization in children with autism spectrum disorder. Methods A single-case parallel treatments design was used to compare word learning and cross-modal generalization in children with autism spectrum disorder. Ten children with autism spectrum disorder were taught unfamiliar vocabulary words in a combined storybook and play intervention. For each child, half of the target words were trained expressively and the other half were trained receptively by random assignment. No direct cross-modal instruction was delivered. A series of probe sessions were completed to assess participants’ within-modal learning and cross-modal generalization of vocabulary learning. Results All children learned target words in both receptive and expressive conditions, as evidenced by an average of 80% accuracy across three trials at the end of each intervention. Overall, cross-modal generalization was higher for the expressive-to-receptive direction than for the receptive-to expressive direction. Nine out of ten children demonstrated successful cross-modal generalization on the expressive-to-receptive probes and only three children demonstrated successful cross-modal generalization on the receptive-to-expressive probes. Large variability was observed with regard to number of intervention sessions needed to reach mastery criterion and there were individual patterns of word learning. Conclusion Contrary to the assumption that vocabulary learning will be “automatically” generalized across modalities, results from this study indicate that cross-modal generalization at the word level is not automatic nor consistent in children with autism spectrum disorder, particularly in the receptive-to-expressive direction. Implications The finding that more children demonstrated expressive-to-receptive generalization than the opposite direction suggests that targeting expressive vocabulary first with the goal of incidentally increasing receptive vocabulary may be more efficient than starting with the receptive modality. Additionally, the finding that not all children demonstrated successful expressive-to-receptive cross-modal generalization indicates that teaching vocabulary in the expressive modality exclusively does not guarantee receptive understanding in this population. We recommend that practitioners periodically monitor children’s vocabulary learning in both modalities or set an explicit generalization goal to ensure complete learning of trained words.

scholarly journals Telehealth for Family Guidance: Acceptance and Commitment Therapy, Parent-Focused Preference Assessment, and Activity Based Instruction for the Support of Children with Autism Spectrum Disorder and their Families

2020 ◽  
Author(s):  
Michael Cameron ◽  
Tiffanie Moore ◽  
Carla Bogran ◽  
Alexandria Leidt
Keyword(s):  
Autism Spectrum Disorder ◽  
Family Member ◽  
Acceptance And Commitment Therapy ◽  
Preference Assessment ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Commitment Therapy ◽  
Acceptance And Commitment ◽  
Behavior Analysts

A five-stage protocol was used to support board certified behavior analysts providing telehealth support for children with autism spectrum disorder and their families. Stage 1 of the protocol involves two acceptance and commitment therapy exercises. Specifically, the Valued Living Questionnaire is used to identify a family member’s values, and the Bull’s-Eye Values Survey is employed to determine the extent to which a family member is living in accordance with stated values. Stage 2 of the protocol involves administering an adult version of the Meaningful Activity Participation Assessment (MAPA) to identify preferred activities of parents of a child with autism spectrum disorder. During Stage 3 of the protocol, the goals and objectives of a child with autism spectrum disorder are yoked with the preferred activities of a family member in order to promote child–parent engagement. Stage 4 of the protocol is focused on parent-implemented interventions, and Stage 5 of the protocol is designed as a primer for comprehensive support within an acceptance and commitment therapy model. The five-stage protocol provides guidelines for board certified behavior analysts interested in structuring telehealth sessions and optimizing engagement between a family member and a child with autism spectrum disorder.

Brief Report: Pointing Cues Facilitate Word Learning in Children with Autism Spectrum Disorder

2012 ◽  
Vol 43 (1) ◽  
pp. 230-235 ◽  
Author(s):  
Hironori Akechi ◽  
Yukiko Kikuchi ◽  
Yoshikuni Tojo ◽  
Hiroo Osanai ◽  
Toshikazu Hasegawa
Keyword(s):  
Autism Spectrum Disorder ◽  
Word Learning ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder

Morpholexical Processes in Children with Autism Spectrum Disorder: Evidence from Artificial Word Learning

2021 ◽  
pp. 1-15
Author(s):  
Sara Ferman
Keyword(s):  
Autism Spectrum Disorder ◽  
Word Learning ◽  
Children With Autism ◽  
Daily Practice ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Lexical Learning ◽  
Language Measures ◽  
Naming Tasks

<b><i>Objectives:</i></b> This study aims to investigate the ability of high-functioning children with autism spectrum disorder and normal language (ALN) to learn artificial words, and to investigate their ability to use their knowledge of morphophonological patterns for this learning. <b><i>Methods:</i></b> Children with ALN and typically developing (TD) children, matched for cognitive and language measures, learned 8 artificial Hebrew words during two daily practice sessions by means of identification and naming tasks. Half the words were constructed from existing morphophonological patterns, and the other half were constructed from pseudo-morphophonological patterns. The two types of words allowed the investigation of the participants’ ability to use their knowledge of morphophonological patterns (morpholexical processes) for word learning. Both accuracy and speed were measured. <b><i>Results:</i></b> The ALN group improved incrementally at a rate (slope) similar to that of the TD group in identifying and naming the artificial words, in both accuracy and speed. However, the ALN group were slower than their TD peers in learning to identify the artificial words. Both groups demonstrated higher accuracy and faster speed in both tasks in learning the artificial words with existing morphophonological patterns than those with pseudo-patterns. However, this gap was smaller in the ALN group in the accuracy of naming and marginal in speed of identification. <b><i>Conclusions:</i></b> Children with ALN possess a lexical learning mechanism that is qualitatively not atypical but may be less efficient than that of their TD peers, including exploiting knowledge of morphophonological patterns – where such patterns exist – for word learning.

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.

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