Apraxia of Speech

1988 ◽  
Vol 53 (3) ◽  
pp. 280-294 ◽  
Author(s):  
James Paul Dworkin ◽  
G. G. Abkarian ◽  
Donnell F. Johns
Keyword(s):  
Treatment Program ◽  
Specific Treatment ◽  
Probe Design ◽  
Apraxia Of Speech ◽  
Actual Number ◽  
Test Program ◽  
Performance Suggestions ◽  
Carry Over ◽  
Time Required ◽  
Multiple Probe

This investigation describes a treatment program for an adult patient with apraxia of speech. The program was composed of a series of physiologic (nonspeech) and phonetic (articulatory) tasks that began with oroneuromotor control activities and progressed to consonant-vowel (CV) syllable, word, and sentence drills. All activities were paced by a metronome. Detailed descriptions are provided about the (a) nature of the specific treatment steps,(b) sequence of steps followed, (c) criteria used for progression within and between steps, (d) actual number of trials and time required to reach criteria for each step, and (e) steps that were especially easy or difficult to master. A multiple probe design employed to test program efficacy revealed that (a) all tasks in the treatment program were successfully acquired, (b) control of all treatment behaviors was maintained, and (c) carry-over from treated to nontreated behaviors did not occur. Results confirmed that the program positively affected the patient's performance. Suggestions are offered outlining possible modification of the treatment steps so as to yield similar results with greater clinical efficiency.

Building Professionals’ Capacity: The Cascading Coaching Model

2021 ◽  
pp. 109830072110392
Author(s):  
Moon Y. Chung ◽  
James D. Lee ◽  
Hedda Meadan ◽  
Michelle M. Sands ◽  
Ban Sleiman Haidar
Keyword(s):  
Professional Development ◽  
Single Case ◽  
Family Engagement ◽  
Functional Relation ◽  
Professional Organizations ◽  
Probe Design ◽  
Intervention Package ◽  
Coaching Model ◽  
Behavior Analysts ◽  
Multiple Probe

The importance of family engagement in their children’s education and treatment is emphasized by researchers, professional organizations, and legislatures. Providing services with caregivers via telepractice has gained more support and is becoming especially timely due to the current pandemic and social distancing requirements. Professionals, such as board-certified behavior analysts (BCBAs), who work with caregivers with children with disabilities may benefit from receiving professional development on strategies for building better rapport with caregivers and coaching them to bring about maximum clinical efficacy. The current pilot study replicated an earlier study by Meadan et al. to examine the effects of the Coaching Caregiver Professional Development (CoCarePD) intervention package, in which BCBAs received training and coaching from researchers via telepractice, on their caregiver coaching practices. A single-case, multiple-probe design study across three BCBAs was conducted, and findings support a functional relation between the CoCarePD and BCBAs’ use of coaching practices.

Teaching a Child With Autism to Request Breaks While Concurrently Increasing Task Engagement

2015 ◽  
Vol 46 (3) ◽  
pp. 256-265 ◽  
Author(s):  
Shelley R. Kreibich ◽  
Mo Chen ◽  
Joe Reichle
Keyword(s):  
Autism Spectrum ◽  
Task Engagement ◽  
Probe Design ◽  
Individual Education Program ◽  
Intervention Package ◽  
Task Behavior ◽  
Work Completion ◽  
Multiple Probe ◽  
Individual Education ◽  
Tolerance For Delay

Purpose An intervention package, including teaching break requests and tolerance for delay in reinforcement delivery to increase task engagement, was implemented with a 4-year-old child with an autism spectrum disorder who did not engage for a duration commensurate with individual education program team expectations. Method A multiple-probe design across tasks was implemented. Dependent measures taken included engagement duration and the production of spoken break requests after work completion. Intervention was implemented with tasks involving short periods of engagement prior to the learner's disengagement. The possibility of the learner's overgeneralized production of break requests with tasks originally associated with longer engagement was also examined. Results The participant learned to request breaks in short engagement tasks. In addition, engagement increased dramatically without off-task behavior. Overgeneralized use of break requests with long engagement tasks did not occur. Generalization of break requests to untrained short engagement tasks that were not the focus of intervention (but were associated with escape and short engagement) did not occur until the intervention package was implemented. Conclusions The combination of teaching break requests and tolerance for delay in reinforcement delivery was effective in addressing problem behavior. Implications for enhancing properly generalized and moderated use of break requests across different tasks or contexts are discussed.

Efficacy of Tiered Training on Paraeducator Implementation of Systematic Instructional Practices for Students With Severe Disabilities

2020 ◽  
pp. 001440292094764
Author(s):  
Matthew E. Brock ◽  
Mary A. Barczak ◽  
Eric J. Anderson ◽  
Nichole M. Bordner-Williams
Keyword(s):  
Functional Relation ◽  
Implementation Fidelity ◽  
Training Model ◽  
Severe Disabilities ◽  
Performance Criterion ◽  
Performance Criteria ◽  
Probe Design ◽  
Group Training ◽  
Students With Severe Disabilities ◽  
Multiple Probe

Existing approaches for training paraeducators rely heavily on intensive one-to-one coaching and may not be feasible in practice. In this study, we test a tiered training model in which all paraeducators first received group training, and then coaching was provided only for the subset who did not meet performance criteria after group training. Using a concurrent multiple-probe design staggered across classrooms, we demonstrated a functional relation between the tiered model and implementation fidelity of two systematic prompting strategies across 13 paraeducators in five schools. Nine paraeducators achieved the performance criterion for both practices with group training alone, and the remaining four met the criterion after teacher-delivered coaching. In addition, paraeducators generalized implementation to new situations, and students with severe disabilities who received instruction made progress on individualized goals. Based on these findings, a tiered training model is a feasible and promising means to train paraeducators.

Characterization of and Correction for Memory Effects Produced by Pneumatic Nebulizers in Inductively Coupled Plasma Emission Spectroscopy

1983 ◽  
Vol 37 (4) ◽  
pp. 379-384 ◽  
Author(s):  
David E. Dobb ◽  
Dennis R. Jenke
Keyword(s):  
Emission Intensity ◽  
Inductively Coupled Plasma ◽  
Primary Source ◽  
Memory Effects ◽  
Sample Introduction ◽  
Plasma Emission ◽  
Inductively Coupled ◽  
Carry Over ◽  
Time Required ◽  
Plasma Emission Spectroscopy

Memory effects or sample carry over characteristics of five pneumatic nebulizers routinely used for sample introduction into plasma emission spectrometers are studied. It is observed that the primary source of the memory noted for the nebulizers studied is the dissipation rate of the fog produced by the nebulizer during introduction of the previous sample or samples. Contributions to memory from the aspiration tube, salt deposition at the nebulizer tip, and a chromatographic effect at the torch tip are minimal. In terms of operational stability, detection capability, tolerance for particulates, and low memory, a concentric nebulizer with a Pt: Ir needle, Teflon nose cone, and an extended spray director is superior to the others tested. Even under the most optimum conditions, the washout time required to reduce sample emission to 0.1% of its maximum intensity varies from 2 to 4 min, thereby greatly increasing per sample analysis time. The memory effect phenomena can be accurately modeled by a hyperbolic curve and can, therefore, be easily corrected for in routine analysis. The memory correction value, which is subtracted from a sample's net emission intensity, is calculated from the product of an empirically defined correction constant and the emission intensity of previously run samples divided by the washout time. Examples of the utilization of the correction are shown.

Caregiver-Implemented Intervention for Communication and Motor Outcomes for Infants and Toddlers

2019 ◽  
Vol 39 (2) ◽  
pp. 73-87 ◽  
Author(s):  
Kelly S. Windsor ◽  
Juliann Woods ◽  
Ann P. Kaiser ◽  
Patricia Snyder ◽  
Christine Salisbury
Keyword(s):  
Single Case ◽  
Probe Design ◽  
Significant Disabilities ◽  
Daily Routines ◽  
Positive Effects ◽  
Naturalistic Teaching ◽  
Initial Support ◽  
Developmental Domains ◽  
Motor Outcomes ◽  
Multiple Probe

The purpose of this study was to examine the effects of coaching caregivers to embed both communication and motor outcomes concurrently within daily routines of their infants or toddlers with significant disabilities using Enhanced Milieu Teaching (EMT) strategies. The coaching and embedding practices were part of a multicomponent intervention known as Embedded Practices and Intervention with Caregivers (EPIC). Three children, aged 15 to 23 months with significant disabilities, their caregivers, and an early intervention provider participated in this single case multiple probe design study. Primary dependent variables were caregivers’ number of naturalistic teaching strategies used and rates of correctly embedded instruction for each learning target in each routine. Child motor and communication outcomes were also examined. Results provide initial support for the positive effects of the EPIC approach using EMT strategies to embed intervention on two developmental domains concurrently in caregiver’s daily routines.

Incidental Learning of Sight Words During Articulation Training

1997 ◽  
Vol 28 (2) ◽  
pp. 115-126 ◽  
Author(s):  
Sharon R. Stewart ◽  
Lori S. Gonzalez ◽  
Judith L. Page
Keyword(s):  
Sound Production ◽  
Incidental Learning ◽  
Word Reading ◽  
Sight Words ◽  
Probe Design ◽  
Reading Vocabulary ◽  
Imaginary Line ◽  
Performance Results ◽  
Multiple Probe ◽  
Production Errors

The present study examined the acquisition of sight reading vocabulary learned incidentally during articulation training. A multiple probe design across behaviors with reinforced probe conditions was used to evaluate the effectiveness of an articulation training program that included incidental information to teach basic sight word reading. Specifically, beginning readers with sound production errors received articulation therapy paired with a procedure in which (a) words were printed below the stimulus pictures and (b) the experimenter drew an imaginary line under the word while saying, "Yes, (word). Look, (word)." as part of feedback for articulatory performance. Results indicated that the subjects learned to read sight words incidentally during articulation training, and this learning generalized beyond printed words on cards to printed words on a list.

The Picture Plus Discussion Intervention: Text Access for High School Students with Moderate Intellectual Disability

2016 ◽  
Vol 32 (3) ◽  
pp. 198-208 ◽  
Author(s):  
Jordan Shurr ◽  
Teresa Taber-Doughty
Keyword(s):  
High School ◽  
High School Students ◽  
Intellectual Disability ◽  
Read Aloud ◽  
Probe Design ◽  
School Students ◽  
Moderate Intellectual Disability ◽  
Story Retell ◽  
Age Appropriate ◽  
Multiple Probe

Students with moderate intellectual disability often experience limited access to age-appropriate texts due to limitations in reading skills, access to instruction and supports, and educator beliefs. Use of text read alouds is an emerging tool for increasing such access; however, supports are often still required for access to age-appropriate texts. The purpose of this study was to investigate the use of the picture plus discussion (PPD) intervention on the comprehension abilities of high school students with moderate intellectual disability when expository texts were read aloud. A multiple probe design was used to measure the effect of this intervention across three different types of texts including leveled readers, stories from a local newspaper, and sections from employee handbooks. Results indicate that the PPD intervention was successful in increasing student comprehension as measured by story retell. Implications and future directions for research and practice are discussed.

scholarly journals Comparison of Tablet-Delivered and Instructor-Delivered Teaching on Receptive Identification in Children With Autism Spectrum Disorders

2018 ◽  
Vol 34 (1) ◽  
pp. 55-67
Author(s):  
Sabine Saade Chebli ◽  
Marc J. Lanovaz ◽  
Marie-Michèle Dufour
Keyword(s):  
Autism Spectrum Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Probe Design ◽  
Children With Asd ◽  
Receptive Identification ◽  
Multielement Design ◽  
Spectrum Disorders ◽  
Multiple Probe ◽  
Multiple Probe Design

The purpose of our study was to compare the effectiveness of tablet- and instructor-delivered teaching (i.e., prompting and reinforcement) on the receptive identification of one-word concepts in children with autism spectrum disorders (ASDs). To this end, we embedded a multielement design within a multiple probe design to compare the effectiveness of the two instructional modalities in seven participants. Two of the seven participants showed generalization on all concepts in fewer instructional trials following instructor-delivered teaching, whereas the remaining five participants had mixed results depending on the concept. In total, the participants showed more rapid generalization with the instructor for 14 of the 19 concepts taught. Our results suggest that tablets should not systematically replace instructor-delivered prompting and reinforcement, but that they may be used to provide supplementary teaching to children with ASD.

Acquisition and Maintenance of Toothbrushing Skills by Students with Cerebral Palsy and Mental Retardation

1989 ◽  
Vol 14 (3) ◽  
pp. 216-226 ◽  
Author(s):  
Martha E. Snell ◽  
A. Patrice ◽  
Ann Houghton
Keyword(s):  
Cerebral Palsy ◽  
Mental Retardation ◽  
Training Data ◽  
Probe Design ◽  
Motor Disabilities ◽  
School Year ◽  
Daily Training ◽  
Public School Classroom ◽  
Multiple Probe

Although partial participation is used widely within educational programs for persons having severe mental or motor disabilities, there are few studies that target partial participation of a task rather than independent performance. One variation of partial participation requires that caregivers perform the task components that are not motorically feasible for a person, while teaching the student to perform the remaining components. In this study, three toothbrushing tasks (brushing teeth, rinsing, and wiping mouth) were analyzed into steps, some which the teacher performed and others that were taught to the student. The participants were 3 elementary-aged students with quadriplegic cerebral palsy and severe to profound mental retardation. Intervention procedures included time delay to fade physical prompts, reinforcement, and error correction. Instruction occurred daily in a self-contained public school classroom over a single school year, with follow-up probes conducted during the subsequent 2 years. A multiple probe design across tasks was employed to evaluate treatment effects. Daily training data and probes of performance indicated that 2 of the 3 students reached criterion on all three tasks, while 1 student reached criterion on one task. All students maintained performance on one or more tasks when measured 4 and 19 months following intervention.

Teaching Meal Planning to Youth with Mental Retardation in Natural Settings

1997 ◽  
Vol 18 (3) ◽  
pp. 166-173 ◽  
Author(s):  
Gae S Arnold-Reid ◽  
Patrick J. Schloss ◽  
Sandra Alper
Keyword(s):  
Mental Retardation ◽  
Probe Design ◽  
Instructional Programs ◽  
Persons With Disabilities ◽  
Training Strategy ◽  
Recommended Dietary Allowances ◽  
Meal Planning ◽  
And Gender ◽  
Natural Settings ◽  
Multiple Probe

Meal planning is a critical area of development for persons diagnosed with mental retardation and/or mental illness. although substantial interest in meal planning has been shown by professionals in the field, there remains a need to validate instructional programs that enable persons with disabilities to plan healthful meals. the present study was conducted to evaluate the influence of a meal planning training strategy on skills required for planning nutritious meals. the recommended dietary allowances of vitamins and minerals were used as criteria in measuring the healthful-ness of actual meals. a multiple probe design across individuals was used to evaluate the efficacy of the meal planning training. results indicated that the meal planning training procedures were effective in increasing healthy food choices and nutritional value of meals. all participants maintained 100% of the recommended dietary allowances, while keeping the total number of calories consumed per day at the level recommended for age and gender.

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