Generalized Learning of Receptive and Expressive Action-Object Responses by Language-Delayed Preschoolers

1990 ◽  
Vol 55 (4) ◽  
pp. 665-678 ◽  
Author(s):  
Beth A. Mineo ◽  
Howard Goldstein
Keyword(s):  
Developmentally Delayed ◽  
Matrix Training ◽  
Lexical Knowledge ◽  
Baseline Design ◽  
Recombinative Generalization ◽  
Word Combination ◽  
Expressive Performance ◽  
Preschool Boys ◽  
Linguistic Aspect ◽  
Multiple Probe

This study examined the effectiveness of matrix-training procedures in teaching action + object utterances in both the receptive and expressive language modalities. The subjects were 4 developmentally delayed preschool boys who failed to produce spontaneous, functional two-word utterances. A multiple baseline design across responses with a multiple probe technique was employed. Subjects were taught 4–6 of 48 receptive and 48 expressive responses. Acquisition of a word combination rule was facilitated by the use of familiar lexical items, whereas subsequent acquisition of new lexical knowledge was enhanced by couching training in a previously trained word combination pattern. Although receptive knowledge was not sufficient for the demonstration of corresponding expressive performance for most of the children, only minimal expressive training was required to achieve this objective. For most matrix items, subjects responded receptively before they did so expressively. For 2 subjects, when complete receptive recombinative generalization had not been achieved, expressive training facilitated receptive responding. The results of this study elucidate benefits to training one linguistic aspect (lexical item, word combination pattern) at a time to maximize generalization in developmentally delayed preschoolers.

scholarly journals Effects of an Interview Article Writing Intervention Using Class-wide SNS on Writing Abilities and Self-Esteem of Students With Intellectual Disabilities and Peers’ Attitudes

2018 ◽  
Vol 34 (1) ◽  
pp. 27-40
Author(s):  
Zihyun Lim ◽  
Suk-Hyang Lee
Keyword(s):  
Middle School Students ◽  
Intellectual Disabilities ◽  
Writing Skills ◽  
Self Esteem ◽  
Future Research ◽  
Writing Intervention ◽  
School Students ◽  
Baseline Design ◽  
Students With Intellectual Disabilities ◽  
Multiple Probe

This study was to investigate the effects of a process-based approach to writing interview articles using class-wide social network site (SNS) on the writing abilities and self-esteem of middle school students with intellectual disabilities. It also aimed at investigating these effects on attitudes of the students’ peers who were interviewed. A multiple probe baseline design across participants was employed to assess the writing abilities of three students with intellectual disabilities. A one-group pre- and posttest design was used to examine the changes in the attitudes of peers toward the students with intellectual disabilities. The intervention improved the writing abilities of the three participants along with increases of their self-esteem. The participants’ peers in the inclusive classrooms also showed positive changes in their attitudes toward the students with intellectual disabilities. This study has significance in that teaching interview article writing using class-wide SNS was effective not only in promoting the writing skills of students with intellectual disabilities but in improving their peers’ attitudes toward them. Implications and directions for future research are discussed.

Brief Screening for Developmentally Delayed Preschoolers

1977 ◽  
Vol 45 (3_suppl) ◽  
pp. 1169-1170 ◽  
Author(s):  
C. L. Moore ◽  
William J. Burns
Keyword(s):  
Developmental Delays ◽  
Developmentally Delayed ◽  
Preliminary Screening ◽  
Qualified Teacher ◽  
Human Figure ◽  
Preschool Boys ◽  
Brief Screening

23 preschool boys and girls with developmental delays were administered the Peabody-A, Riley Design, McCarthy Designs, and the Riley human figure. Correlations among scores ranged from .58 to .80 suggesting preliminary screening might be undertaken by a qualified teacher though this sample was very small and special.

Matrix Training for Toddlers With Autism Spectrum Disorder and Other Language Delays

2018 ◽  
Vol 40 (3) ◽  
pp. 268-284 ◽  
Author(s):  
Emily S. L. Curiel ◽  
Diane M. Sainato ◽  
Howard Goldstein
Keyword(s):  
Autism Spectrum Disorder ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Probe Design ◽  
Language Delays ◽  
Matrix Training ◽  
Recombinative Generalization ◽  
Generative Language ◽  
Direct Teaching

Although matrix training is an intervention technique designed to promote generative language, it has not been applied widely to toddlers with autism spectrum disorder (ASD) despite the benefits it may have for this young population. We investigated the use of matrix training to teach generative receptive language to toddlers with ASD and other language delays. Three participants were systematically taught to respond to instructions organized in action-object instruction matrices. Recombinative generalization probes were administered to determine if untrained action-object instruction following occurred without direct teaching in a multiple probe design. Although recombinative generalization was partial, approximately 30% of the learned action-object instructions occurred through direct teaching, whereas the other 70% of learning occurred through generalization. Matrix training provided a systematic teaching framework for facilitating generative language learning.

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

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>

scholarly journals Systematic Review of Matrix Training for Individuals With Autism Spectrum Disorder

2019 ◽  
Vol 35 (1) ◽  
pp. 55-64 ◽  
Author(s):  
Emily S. L. Curiel ◽  
Judah B. Axe ◽  
Diane M. Sainato ◽  
Howard Goldstein
Keyword(s):  
Autism Spectrum Disorder ◽  
Teaching Strategy ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Matrix Training ◽  
Language Play ◽  
Recombinative Generalization ◽  
Sentence Construction ◽  
Direct Teaching

Matrix training is an intervention that systematically programs for the occurrence of generative outcomes, mostly in the area of language. A literature search identified studies that evaluated matrix training with individuals with autism spectrum disorder (ASD). Based on 12 reviewed studies, we asked questions regarding participant characteristics, targeted skills, matrix designs, evidence-based teaching strategies, percentage of learning that occurred through direct teaching and recombinative generalization, and the quality of the studies. With 29 total participants, mostly preschool and elementary ages, the most common teaching strategy implemented was a discrete trial training paradigm targeting language development. Overall, findings suggest that matrix training produced an average of 69% of learning without direct teaching across the areas of language, play, sentence construction, and spelling.

scholarly journals Using Cooperative Physical Activities in Inclusive Settings to Enhance Social Interactions for Preschoolers With Autism Spectrum Disorder in China

2021 ◽  
pp. 109830072110351
Author(s):  
Gabrielle T. Lee ◽  
Li He ◽  
Sheng Xu
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Interactions ◽  
Peer Interactions ◽  
Autism Spectrum ◽  
Free Play ◽  
Physical Activities ◽  
Spectrum Disorder ◽  
Task Completion ◽  
Baseline Design ◽  
Preschool Boys

The purpose of the study was to evaluate the effects of cooperative physical activities on social interactions of children with autism spectrum disorder (ASD) in China. Cooperative physical activities include procedures such as peer selection, peer practice, group task completion, and an interdependent group contingency. The intervention took place during inclusive physical education (PE) classes. Generalization of interactions with peers was evaluated during free play. Three preschool boys (aged 4–5) with ASD participated in the study. Using a multiple baseline design across three participants, results indicated that the procedure effectively increased the frequency of appropriate peer interactions for all three children in the PE and free play settings. Although the frequency of inappropriate interactions increased after the intervention in both settings, the proportion of inappropriate interactions relative to appropriate interactions decreased for two children in the PE setting and for all three children in the free play setting.

Peer-Mediated Pivotal Response Treatment at School for Children With Autism Spectrum Disorder

2019 ◽  
pp. 082957351987092
Author(s):  
Ainsley M. Boudreau ◽  
Joseph M. Lucyshyn ◽  
Penny Corkum ◽  
Katelyn Meko ◽  
Isabel M. Smith
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Pivotal Response Treatment ◽  
First Year ◽  
Peer Training ◽  
Baseline Design ◽  
Children With Asd ◽  
Multiple Probe

The main objective of the present study was to evaluate the efficacy of peer training in pivotal response treatment (PRT) for children with autism spectrum disorder (ASD) in their first year of school. Four 6-year-old boys with ASD and eight typically developing (TD) children (aged 4-6 years) participated in the study. A non-concurrent multiple-probe (across participants) baseline design was used. Outcomes were assessed before, immediately after, and 6 to 9 weeks following an eight-session training period. Overall, rates of peer engagement increased following training for three of the four children with ASD and rates of social initiation increased following training for two of the four children with ASD; these gains were maintained at follow-up. TD peers’ fidelity in implementing PRT techniques also improved. The present study suggests that relatively brief peer training in PRT can produce immediate and short-term sustained gains in peer-related social communication skills of children with ASD at school.

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

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>

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

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