There appears to be no added benefit to repeating of the discriminative stimulus when teaching intraverbal responses to children with autism

AbstractThe present study aimed to investigate the blocking of stimulus control in three children with autism. We used a go/no-go procedure in a standard blocking paradigm. In Phase 1, we established one of two sounds or colored squares as a discriminative stimulus for touching a tablet screen. In Phase 2, a colored square was added to the sound or a sound was added to the colored square in a stimulus compound. The discrimination training continued as in Phase 1. We subsequently tested discriminative control by each of the single stimuli separately and by the compounds. Finally, after testing with no programmed consequences, we reestablished the original discrimination and replicated the test of stimulus control. The results support previous experiments by demonstrating that the establishment of discriminative control by a second stimulus by adding it to a previously established discriminative stimulus in a compound was blocked by the earlier discrimination training in all three participants. We discuss procedural details that may be critical to avoid the blocking of stimulus control in the applied field, particularly with respect to the acquisition of skills that involve multiple stimuli, such as joint attention, social referencing, and bidirectional naming.

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AN EVALUATION OF REPEATING THE DISCRIMINATIVE STIMULUS WHEN USING LEAST-TO-MOST PROMPTING TO TEACH INTRAVERBAL BEHAVIOR TO CHILDREN WITH AUTISM

Journal of Applied Behavior Analysis ◽

10.1002/jaba.43 ◽

2013 ◽

Vol 46 (2) ◽

pp. 534-538 ◽

Cited By ~ 9

Author(s):

Tiffany Humphreys ◽

Amy S. Polick ◽

Laura L. Howk ◽

Jackie R. Thaxton ◽

Alison P. Ivancic

Keyword(s):

Discriminative Stimulus ◽

Children With Autism ◽

Intraverbal Behavior

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Parent Training Programs for School-Age Children With Autism: A Systematic Review

Remedial and Special Education ◽

10.1177/0741932517730645 ◽

2017 ◽

Vol 39 (4) ◽

pp. 243-256 ◽

Cited By ~ 5

Author(s):

Marie E. Black ◽

William J. Therrien

Keyword(s):

Parent Training ◽

Value Added ◽

Children With Autism ◽

Autism Spectrum ◽

School Age Children ◽

School Age ◽

Older Children ◽

Positive Effects ◽

Children With Asd ◽

Added Benefit

Parent training (PT) is widely used with families of children with autism spectrum disorder (ASD), and its benefits for young children and their parents have been documented. However, no reviews have examined the use of PT within interventions delivered to older children with ASD or investigated the added benefit of including a PT component in these interventions. Therefore, the purpose of this review is to explore the state of research regarding the inclusion of PT in interventions for school-age children with ASD and to determine the value added to these interventions by including a PT component. Fifteen PT studies examining 622 child participants with ASD were included. Participants, interventions, and the effects of the interventions are described. Overall, studies demonstrated moderately positive effects for interventions that included PT. Importantly, three studies isolating the added benefit of PT demonstrated an effect size (ES) of 0.33, 95% confidence interval (CI) [0.05, 0.61], indicating the value added to interventions by including parents. More research is needed to understand the development of effective PT, its components, and how to best design these programs to benefit school-age children with ASD.

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Evaluation of a Blocked-Trials Procedure to Establish Complex Stimulus Control over Intraverbal Responses in Children with Autism

The Analysis of Verbal Behavior ◽

10.1007/s40616-016-0071-5 ◽

2016 ◽

Vol 32 (2) ◽

pp. 205-224 ◽

Cited By ~ 13

Author(s):

Einar T. Ingvarsson ◽

Rachel L. Kramer ◽

Charlotte L. Carp ◽

Anna I. Pétursdóttir ◽

Heather Macias

Keyword(s):

Stimulus Control ◽

Children With Autism ◽

Complex Stimulus ◽

Intraverbal Responses

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Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

American Journal of Speech-Language Pathology ◽

10.1044/2019_ajslp-19-00045 ◽

2020 ◽

Vol 29 (2) ◽

pp. 586-596 ◽

Cited By ~ 1

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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Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

Perspectives on Fluency and Fluency Disorders ◽

10.1044/ffd20.2.42 ◽

2010 ◽

Vol 20 (2) ◽

pp. 42-50 ◽

Cited By ~ 11

Author(s):

Laura W. Plexico ◽

Julie E. Cleary ◽

Ashlynn McAlpine ◽

Allison M. Plumb

Keyword(s):

Autism Spectrum Disorders ◽

Young Children ◽

Children With Autism ◽

Descriptive Study ◽

Autism Spectrum ◽

Typically Developing ◽

Children With Asd ◽

Young Children With Autism ◽

Spectrum Disorders ◽

Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

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