Systematic Individualized Narrative Language Intervention on the Personal Narratives of Children With Autism

2014 ◽  
Vol 45 (1) ◽  
pp. 67-86 ◽  
Author(s):  
Douglas B. Petersen ◽  
Catherine L. Brown ◽  
Teresa A. Ukrainetz ◽  
Christine Wise ◽  
Trina D. Spencer ◽  
...  
Keyword(s):  
Personal Narratives ◽  
Children With Autism ◽  
Language Intervention ◽  
Multiple Baseline ◽  
Single Subject ◽  
Story Grammar ◽  
Baseline Design ◽  
Verbal Scaffolding ◽  
Narrative Language ◽  
Systematic Reduction

Purpose The purpose of this study was to investigate the effect of an individualized, systematic language intervention on the personal narratives of children with autism. Method A single-subject, multiple-baseline design across participants and behaviors was used to examine the effect of the intervention on language features of personal narratives. Three 6- to 8-year-old boys with autism participated in 12 individual intervention sessions that targeted 2–3 story grammar elements (e.g., problem, plan) and 3–4 linguistic complexity elements (e.g., causal subordination, adverbs) selected from each participant's baseline performance. Intervention involved repeated retellings of customized model narratives and the generation of personal narratives with a systematic reduction of visual and verbal scaffolding. Independent personal narratives generated at the end of each baseline, intervention, and maintenance session were analyzed for presence and sophistication of targeted features. Results Graphical and statistical results showed immediate improvement in targeted language features as a function of intervention. There was mixed evidence of maintenance 2 and 7 weeks after intervention. Conclusion Children with autism can benefit from an individualized, systematic intervention targeting specific narrative language features. Greater intensity of intervention may be needed to gain enduring effects for some language features.

scholarly journals The Effect of Narrative Language Intervention on the Language Skills of Children With Hearing Loss

2021 ◽  
pp. 1-13
Author(s):  
Stephanie M. Raymond ◽  
Trina D. Spencer
Keyword(s):  
Hearing Loss ◽  
Visual Analysis ◽  
Language Skills ◽  
Language Intervention ◽  
Story Grammar ◽  
Baseline Design ◽  
Narrative Intervention ◽  
Children With Hearing Loss ◽  
Bilateral Sensorineural Hearing Loss ◽  
Narrative Language

Purpose Narrative intervention has not been extensively investigated with children with hearing loss, but it has been shown to improve a broad range of language skills of children with a variety of disabilities and language needs. Therefore, the purpose of this study was to investigate the effect of narrative language intervention on the narrative retelling skills and vocabulary use of children with hearing loss. Method A multiple baseline design (for retelling) and a repeated acquisition design (for vocabulary) were used to fulfill the purpose of the study. Participants included two children ages 5 and 9 years diagnosed with bilateral sensorineural hearing loss, fitted to an amplification device. Each child received one 70-min session of individual narrative language intervention per week for at least 6 weeks that focused on teaching less common vocabulary words in addition to story grammar and complex sentences. Results Both participants demonstrated weekly increases in narrative retell scores and repeated pretest to posttest gains in the use of targeted vocabulary. Evidenced through visual analysis, both participants showed some growth in retell once intervention was introduced, with at least a modest upward trend each week. Moreover, vocabulary use scores, collected directly after intervention, showed both participants improved vocabulary use in familiar and untrained contexts. Conclusions Results suggest narrative language intervention improved the narrative retell ability and vocabulary use of children with hearing loss. Narrative intervention is a promising approach for promoting the language skills of children with hearing loss, but this finding requires replication.

Effects of Phonological Decoding Training on Children's Word Recognition of CVC, CV, and VC Structures

1996 ◽  
Vol 5 (1) ◽  
pp. 67-78 ◽  
Author(s):  
Kenyatta O. Rivers ◽  
Linda J. Lombardino ◽  
Cynthia K. Thompson
Keyword(s):  
Word Recognition ◽  
Multiple Baseline ◽  
Single Subject ◽  
Group Training ◽  
Complex Structures ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Phonological Decoding ◽  
The Third ◽  
Letter Sound

The effects of training in letter-sound correspondences and phonemic decoding (segmenting and blending skills) on three kindergartners' word recognition abilities were examined using a single-subject multiple-baseline design across behaviors and subjects. Whereas CVC pseudowords were trained, generalization to untrained CVC pseudowords, untrained CVC real words, untrained CV and VC pseudowords, and untrained CV and VC real words were assessed. Generalization occurred to all of the untrained constructions for two of the three subjects. The third subject did not show the same degree of generalization to VC pseudowords and real words; however, after three training sessions, this subject read all VC constructions with 100% accuracy. Findings are consistent with group training studies that have shown the benefits of decoding training on word recognition and spelling skills and with studies that have demonstrated the effects of generalization to less complex structures when more complex structures are trained.

scholarly journals Using the Virtual Reality-Cognitive Rehabilitation Approach to Improve Contextual Processing in Children with Autism

2013 ◽  
Vol 2013 ◽  
pp. 1-9 ◽  
Author(s):  
Michelle Wang ◽  
Denise Reid
Keyword(s):  
Virtual Reality ◽  
Cognitive Flexibility ◽  
Cognitive Rehabilitation ◽  
Contextual Information ◽  
Children With Autism ◽  
Educational Programs ◽  
Multiple Baseline ◽  
Single Subject ◽  
Control Test ◽  
Contextual Processing

Background. This pilot study investigated the efficacy of a novel virtual reality-cognitive rehabilitation (VR-CR) intervention to improvecontextual processing of objectsin children with autism. Previous research supports that children with autism show deficits in contextual processing, as well as deficits in its elementary components: abstraction and cognitive flexibility.Methods. Four children with autism participated in a multiple-baseline, single-subject study. The children were taught how tosee objects in contextby reinforcing attention to pivotal contextual information.Results. All children demonstrated statistically significant improvements in contextual processing and cognitive flexibility. Mixed results were found on the control test and changes in context-related behaviours.Conclusions. Larger-scale studies are warranted to determine the effectiveness and usability in comprehensive educational programs.

Using the Teaching Interactions Procedure to Teach Social Skills to Children With Autism and Intellectual Disability

2016 ◽  
Vol 121 (6) ◽  
pp. 501-519 ◽  
Author(s):  
Aubrey Hui Shyuan Ng ◽  
Kim Schulze ◽  
Eric Rudrud ◽  
Justin B. Leaf
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Social Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Multiple Baseline ◽  
Baseline Design ◽  
Teaching Interaction ◽  
Teaching Interaction Procedure

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.

Facilitating Prelinguistic Communication Skills in Young Children With Developmental Delay

1993 ◽  
Vol 36 (1) ◽  
pp. 83-97 ◽  
Author(s):  
Steven F. Warren ◽  
Paul J. Yoder ◽  
Gail E. Gazdag ◽  
Kyoungran Kim ◽  
Hazel A. Jones
Keyword(s):  
Communication Skills ◽  
Multiple Baseline ◽  
Single Subject ◽  
Classroom Teachers ◽  
Baseline Design ◽  
Intervention Approach ◽  
Vocal Imitation ◽  
Milieu Teaching ◽  
Prelinguistic Communication ◽  
Stimulus Materials

Very little research has focused on the development and evaluation of intervention strategies designed to facilitate the acquisition of prelinguistic communication skills. We conducted two experiments to determine the effects of a milieu teaching approach on the acquisition and generalization of specific prelinguistic communication skills. In the first experiment, we utilized this intervention approach within a multiple baseline design to teach prelinguistic requesting, commenting, and vocal imitation to a single subject with Down syndrome and language delay. The results indicated that the intervention approach was effective at facilitating the child’s use of these skills within the treatment setting. Therefore, in the second experiment we conducted a more comprehensive analysis of this approach with 4 subjects with mental retardation. Three of these subjects were taught to request, and 1 subject was taught both to request and to comment. The effects were experimentally evaluated with multiple baseline across subjects design. The results indicated that the intervention was effective in eliciting the intervention targets within the training setting for all 4 subjects. All 4 subjects showed evidence of generalization across stimulus materials, setting, teachers, and interaction style. There was also evidence of reciprocal effects on how classroom teachers in the generalization setting interacted with the subjects as a result of changes in the child’s communication behavior.

Generalized Effects of Enhanced Milieu Teaching

1994 ◽  
Vol 37 (6) ◽  
pp. 1320-1340 ◽  
Author(s):  
Ann P. Kaiser ◽  
Peggy P. Hester
Keyword(s):  
Preschool Children ◽  
Language Skills ◽  
Language Intervention ◽  
Multiple Baseline ◽  
Language Delays ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Preschool Classrooms ◽  
Milieu Teaching ◽  
Enhanced Milieu Teaching

The primary and generalized effects of Enhanced Milieu Teaching were examined with six preschool children with significant language delays. In a multiple baseline design across children, trainers implemented the naturalistic language intervention during play-based interaction sessions in the children's preschool classrooms. Children systematically increased their use of targeted language skills during the intervention sessions, and these changes were maintained when the treatment was discontinued. Generalized changes in children's communication resulting from the intervention were examined with untrained teachers, peers, and parents. Some generalization to untrained partners was observed for all children. Correlational analyses indicated that greater numbers of child utterances and greater diversity in vocabulary were associated with increased talking and mands for verbalization presented by partners.

Expansion Points Intervention in Young Children with Speech Sound Disorders: A Multiple Baseline Design

2021 ◽  
Vol 42 (05) ◽  
pp. 419-430
Author(s):  
Klaire M. Brumbaugh ◽  
Ashley Gibson
Keyword(s):  
Outcome Measures ◽  
Speech Sound ◽  
Multiple Baseline ◽  
Single Subject ◽  
Conversational Speech ◽  
Speech Sound Disorders ◽  
Post Intervention ◽  
Baseline Design ◽  
Intervention Efficacy ◽  
Study Intervention

AbstractThe purpose of this investigation was to evaluate the efficacy of expansion points (EXP) intervention with a modified criterion for preschool children with speech sound disorders (SSD). Three preschool-aged children were enrolled in a single-subject multiple baseline intervention study. Intervention took place over 16 sessions. Pre- and post-intervention data are provided. Three outcome measures (generalization to probe words and gains in percent consonants correct, PCC, in words and in conversation) were evaluated to measure the effectiveness of the EXP intervention. All three of the participants demonstrated gains by the end of the intervention phase when measuring PCC in single words. Two of the three participants demonstrated gains in PCC in conversational speech. Progress on individual phonemes was variable across participants. Utilizing the EXP approach, two of the three children showed gains in all three outcome measures. One child showed variable performance in one outcome measure, improvement in one, and a decrease in one. Findings suggest that EXP should be further explored to evaluate intervention efficacy.

The Use of a Stimulus Control Transfer Procedure to Teach Motivation-Controlled Mands to Children With Autism

2019 ◽  
Vol 34 (4) ◽  
pp. 215-225
Author(s):  
Karen D. Ward ◽  
Smita Shukla Mehta
Keyword(s):  
Stimulus Control ◽  
Visual Analysis ◽  
Children With Autism ◽  
Motivating Operations ◽  
Autism Spectrum ◽  
Multiple Baseline ◽  
Natural Environments ◽  
Baseline Design ◽  
Mand Training ◽  
Control Transfer

Social participation of children with an autism spectrum disorder (ASD) in natural environments can be enhanced by teaching them to communicate spontaneously, at least in situations where they have the motivation to access specific items or activities by controlling the amount of access for these stimuli. The purpose of this study was to determine if mand training, using a stimulus control transfer procedure would promote acquisition and generalization of mands for specific activities or objects evoked by motivating operations. Measurement variables included the frequency of motivation controlled (MO) versus multiply controlled mands during discrete trial training on a variety of verbal operants. Using a concurrent multiple baseline design across participants, visual analysis indicated that MO mands for out-of-view items increased substantially with generalization across targets, staff, and environments for three of the four participants. One participant did not respond to intervention to the same extent as others.

Extending Caregiver Training Via Telecommunication for Rural Icelandic Children With Autism

2018 ◽  
Vol 38 (1) ◽  
pp. 26-42 ◽  
Author(s):  
Kristín Guðmundsdóttir ◽  
Shahla Ala’i-Rosales ◽  
Zuilma Gabriela Sigurðardóttir
Keyword(s):  
Rural Families ◽  
Children With Autism ◽  
Behavioral Parent Training ◽  
Multiple Baseline ◽  
Caregiver Training ◽  
Single Subject ◽  
Training Methods ◽  
Child Behaviors ◽  
Viable Approach ◽  
Training Protocol

This study describes the development and evaluation of a behavioral parent training protocol via telecommunication for three parents of preschool children with autism, with limited access to behavioral expertise. A single-subject, multiple baseline experimental design across child behaviors, replicated across parents, was used to evaluate the effects of the training protocol. Dependent measures were collected via telecommunication for most assessments and included parent and child responses during naturalistic play. During intervention, the parents were taught methods to increase their child’s sociocommunicative behavior. All targeted skills increased during intervention. The increase was maintained with two families and some generalization to other settings occurred. The results indicate that training via telecommunication is a viable approach for rural families with low speed Internet connection. Continued development and refinement of telehealth training methods is discussed in context of technological challenges and procedures that fit telecoaching for rural families.

Instructing Facilitators to Support the Communication of People Who Use Augmentative Communication Systems

1992 ◽  
Vol 35 (4) ◽  
pp. 865-875 ◽  
Author(s):  
Janice Light ◽  
John Dattilo ◽  
Jane English ◽  
Lisa Gutierrez ◽  
Jane Hartz
Keyword(s):  
Natural Environment ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Significant Others ◽  
Multiple Baseline ◽  
Single Subject ◽  
Multiple Baseline Design ◽  
Alternative Communication ◽  
Baseline Design ◽  
Turn Taking

A single-subject multiple-baseline design, replicated across three dyads, was used to examine the efficacy of instructing facilitators (i.e., significant others) to promote communication with people who use augmentative and alternative communication (AAC) systems. Facilitators were instructed in four 1-hour sessions to decrease their conversational control and provide more opportunities for the participants using AAC systems to communicate. Following instruction, facilitators decreased their rates of turn-taking and initiations and increased the proportion of turns that were responsive. Participants using AAC systems increased the frequency of their initiations. Following intervention, turn-taking and initiation patterns in the dyads were more reciprocal. Generalization occurred to the natural environment. Results suggest that facilitator instruction is an effective and efficient means of promoting greater participation in daily interactions by people who use AAC systems.

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