Backward chaining and speech-output technologies to enhance functional communication skills of children with autism spectrum disorder and developmental disabilities

2019 ◽  
Vol 35 (4) ◽  
pp. 251-262
Author(s):  
Reem Muharib ◽  
Nouf M. Alzrayer ◽  
Charles L. Wood ◽  
Ashely P. Voggt
Keyword(s):  
Autism Spectrum Disorder ◽  
Developmental Disabilities ◽  
Communication Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Functional Communication ◽  
Backward Chaining ◽  
Speech Output

Using a Textual Prompt to Teach Multiword Requesting to Two Children With Autism Spectrum Disorder

2019 ◽  
Vol 43 (6) ◽  
pp. 819-840 ◽  
Author(s):  
Laura Roche ◽  
Amarie Carnett ◽  
Jeff Sigafoos ◽  
Michelle Stevens ◽  
Mark F. O’Reilly ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Communication Skills ◽  
Reading Ability ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Relative Strength ◽  
Spectrum Disorder ◽  
Functional Communication ◽  
Expressive Communication ◽  
Textual Prompts

Autism spectrum disorder is characterized by social and communication impairment, but some children appear to have relative strength in areas such as reading printed words. The present study involved two children with limited expressive communication skills, but relatively stronger reading ability. Based on this existing strength, we evaluated a textual prompting procedure for teaching the children to produce multiword spoken requests. The effect of providing textual prompts on production of multiword requests was evaluated in an ABAB design. The results showed that multiword requests increased when textual prompts were provided and decreased when the prompts were removed. In subsequent phases, the textual prompts were successfully faded by gradually making the printed text lighter and lighter until eventually the prompts were eliminated altogether. We conclude that identification of children’s strengths may assist in identifying effective prompting procedures that could then be used in teaching functional communication skills.

scholarly journals Longitudinal assessment of stability of sensory features in children with autism spectrum disorder or other developmental disabilities

2018 ◽  
Vol 12 (1) ◽  
pp. 100-111 ◽  
Author(s):  
Grace T. Baranek ◽  
Mike Carlson ◽  
John Sideris ◽  
Anne V. Kirby ◽  
Linda R. Watson ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Developmental Disabilities ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Longitudinal Assessment ◽  
Sensory Features

scholarly journals Evaluating Animal-Assisted Interventions: An Empirical Illustration of Differences between Outcome Measures

Animals ◽  
2019 ◽  
Vol 9 (9) ◽  
pp. 645 ◽  
Author(s):  
Steffie van der Steen ◽  
Merel Heineman ◽  
Marloes Ernst
Keyword(s):  
Autism Spectrum Disorder ◽  
Outcome Measures ◽  
Communication Skills ◽  
Children With Autism ◽  
Structured Interview ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Parental Reports ◽  
Equine Assisted ◽  
Empirical Illustration

Multiple authors have called for strong empirical evaluations to strengthen the foundation of Animal-Assisted Interventions. Carefully choosing the outcome measures of these studies is important, as choosing the wrong outcomes may lead to a failure to detect effects. The current study therefore compares and contrasts the use of several outcome measures, to assess the effect of an equine-assisted intervention for a child with Autism Spectrum Disorder: (1) a semi-structured interview with both parents, specifically designed for children with cognitive disabilities, (2) a general screening instrument filled out by both parents separately, which can be used to assess children’s psycho-social problems, and (3) systematic observations of social and communication skills during the equine-assisted sessions. All instruments indicated an improvement in the participant’s social and communication skills. We found differences between the interview and questionnaires with regard to parents’ perception of aggression regulation and interacting with peers. Differences with regard to parental reports and observations were found for play development and anxiety. The observations provided a detailed view of the child’s development during the intervention, which yielded an interesting hypothesis in terms of the current dose–response discussion in AAI for children with Autism Spectrum Disorder.

scholarly journals Caregiver Strain and Sensory Features in Children With Autism Spectrum Disorder and Other Developmental Disabilities

2015 ◽  
Vol 120 (1) ◽  
pp. 32-45 ◽  
Author(s):  
Anne V. Kirby ◽  
Tamira J. White ◽  
Grace T. Baranek
Keyword(s):  
Autism Spectrum Disorder ◽  
Developmental Disabilities ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Parent Stress ◽  
Spectrum Disorder ◽  
Caregiver Strain ◽  
Child Cognition ◽  
Sensory Features ◽  
Relationship Of

Abstract Caring for children with disabilities contributes to increased levels of parent stress or caregiver strain. However, the potential relationship of sensory features to strain among caregivers of children with autism spectrum disorder (ASD) and other developmental disabilities (DD) is unknown. Sensory features include overreactions, underreactions, and unusual interests in sensations, which may negatively impact family functioning. This descriptive study confirmed three caregiver strain types (i.e., objective, subjective internalized, subjective externalized) and explored differences among ASD (n  =  71) and DD (n  =  36) groups, with the ASD group reporting higher levels. Furthermore, this study explored the contribution of sensory features to caregiver strain, finding differential contributions to strain in the ASD group and covariate contributions (i.e., child cognition, mother's education) in the DD group.

CORRECTIONAL PEDAGOGICAL WORK ON THE FORMATION OF COMMUNICATION SKILLS IN CHILDREN WITH AUTISM SPECTRUM DISORDERS (LITERARY REVIEW)

Vestnik ◽  
2021 ◽  
pp. 269-273
Author(s):  
Ж.С. Олжатаева ◽  
А.М. Рахметова ◽  
А.Ж. Молдакарызова ◽  
Г.А. Тусупбекова ◽  
Б.Б. Аманбай ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum Disorders ◽  
Communication Skills ◽  
Children With Autism ◽  
Communication Disorders ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Emotional ◽  
Emotional Skills ◽  
Spectrum Disorders

В данной статье проанализированы особенности формирования коммуникативных навыков у детей с расстройством аутистического спектра. Анализ литературы, показал, что у большинства у детей с расстройством аутистического спектра коммуникативные нарушения обусловлены нарушениями социального взаимодействия, трудности с подражанием и имитацией движений по образцу, затруднено опознавание эмоциального состояния других людей. Развитие коммуникативных навыков является одним из важнейших направлений коррекционной работы с детьми с расстройствами аутистического спектра. Обучение делать заявления, комментировать события, задавать вопросы для получения информации, выражать и связывать эмоции, а также навыки реагирования, социального поведения и диалога являются предпосылками социализации детей. Учитывая особенности развития коммуникативных навыков у детей с расстройством аутистического спектра, авторами рассмотрены развивающие методики по формированию коммуникативных навыков у детей с расстройством аутистического спектра, применяемые в коррекционной педагогической работе. Представленные методы коррекции коммуникативных навыков у детей с расстройствами аутистического спектра направлены на формирование основных коммуникативных функций, социально-эмоциональных и диалогических навыков. Известно, что сформированные коммуникативные навыки обеспечивают социальную компетентность, диалогические коммуникативные навыки, взаимодействие и сотрудничество со сверстниками и взрослыми. Таким образом, методы формирования вербальных и невербальных коммуникативных функций, социально-эмоциональных умений и навыков диалога используются для коррекции и развития коммуникативных умений у детей с расстройствами аутистического спектра. This article analyzes the features of the formation of communication skills in children with autism spectrum disorder. The analysis of the literature showed that in most children with autism spectrum disorder, communication disorders caused by violations of social interaction, difficulties with imitation and imitation of movements on the model, it is difficult to recognize the emotional state of other people. The development of communication skills is one of the most important areas of correctional work with children with autism spectrum disorders. Learning to make statements, comment on events, ask questions for information express and connect emotions, as well as the skills of reaction, social behavior and dialogue are prerequisites for the socialization of children. Taking into account the peculiarities of the development of communication skills in children with autism spectrum disorder, the authors consider developing methods for the formation of communication skills in children with autism spectrum disorder, used in correctional pedagogical work. The presented methods of correction of communication skills in children with autism spectrum disorders aimed at the formation of basic communication functions, social-emotional and dialogic skills. It known that the formed communication skills provide social competence, dialogic communication skills, interaction and cooperation with peers and adults. Thus, methods for the formation of verbal and non-verbal communication functions, socio-emotional skills and dialogue skills used to correct and develop communication skills in children with autism spectrum disorders.

scholarly journals Father communication coaching for children with autism spectrum disorder: A single-subject study

2019 ◽  
Vol 4 ◽  
pp. 239694151987737
Author(s):  
Michelle Flippin
Keyword(s):  
Autism Spectrum Disorder ◽  
Communication Skills ◽  
Parental Stress ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Single Subject ◽  
Post Intervention ◽  
Object Play ◽  
Physical Play

Background and aims Parent-mediated interventions have been shown to be effective for improving communication skills for children with autism spectrum disorder when implemented by mothers. Little is known about the efficacy of autism spectrum disorder communication interventions implemented by fathers. This study investigated the effects of a 12-week coaching program on a father’s use of responsive strategies. Targeted responsive strategies included follow-in comments, follow-in directives, responsive physical play, and responsive object play. Collateral measures of changes to child communication skills and parental stress levels were also investigated. Methods A single subject, multiple baselines across behaviors experiment was conducted with one dyad (i.e. father and child with autism spectrum disorder). Results Results showed that the participating father was able to quickly learn to use three of the four targeted responsive strategies (i.e. follow-in comments, follow-in directives, responsive physical play). Child’s use of single words increased over baseline level and beginning use of multi-word utterances was documented. Pre–post intervention changes in ratings of stress for the participating father and mother were noted across child and parent domains. Conclusions and implications Findings of this pilot study may have important implications for developing much-needed parent coaching programs to enhance fathers’ use of responsive strategies and increase social communication skills for children with autism spectrum disorder.

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