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 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.

Stability of Vocal Variables Measured During the Early Communication Indicator for Children With Autism Spectrum Disorder

2021 ◽  
Vol 126 (2) ◽  
pp. 142-157
Author(s):  
Jena McDaniel ◽  
Paul Yoder ◽  
Annette Estes ◽  
Sally J. Rogers
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Children ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Study Endpoint ◽  
Early Communication ◽  
Expressive Communication ◽  
Stable Measures ◽  
Phonological Complexity

Abstract The Early Communication Indicator (ECI) was designed to measure expressive communication progress in young children. We evaluated using the 6-min ECI procedure for a new purpose—a sampling context for stable measures of vocal development of young children with autism spectrum disorder (ASD). We evaluated how many ECI sessions were required to adequately stabilize estimates of volubility, communicative use, and phonological complexity of vocalizations at two periods (average of 10 months apart). Participants included 83 young children with ASD (M age = 23.33 months). At study initiation, two phonological complexity variables required two sessions; other variables required three. At study endpoint, all variables required fewer sessions. Findings support the feasibility and stability of using the ECI for the new purpose.

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.

Dog training intervention improves adaptive social communication skills in young children with autism spectrum disorder: A controlled crossover study

Autism ◽  
2021 ◽  
pp. 136236132110005
Author(s):  
Esther Ben-Itzchak ◽  
Ditza A Zachor
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Communication Skills ◽  
Social Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Adaptive Skills ◽  
Training Intervention ◽  
Dog Training

Controlled studies examining canine therapy in autism spectrum disorder are scarce. This study examined the effectiveness of a “Dog Training Intervention” on adaptive skills, autism severity, and anxiety using a controlled crossover design. Seventy-three participants diagnosed with autism spectrum disorder ( Mage = 4:10 ± 1:0) were divided into two groups that received the dog training intervention during half of the school year in addition to standard-of-care interventions. The dog training intervention, in which the children were taught how to interact with and train dogs, was given twice weekly for 4 months within autism spectrum disorder–specific special education school. Those receiving the dog training intervention first showed significantly increased adaptive social and communication skills compared to the controls, and the gains were maintained after the dog training intervention. Belonging to the first dog training intervention group, higher pre-intervention adaptive skills, higher baseline cognitive ability, and less severe autism severity predicted better adaptive social and communication skills. The controls improved in adaptive skills only during their receipt of dog training intervention after crossover. The positive impact on social communication skills suggests that dog training may serve as an effective model for establishing social interaction. Dog training intervention appears to be an effective adjunct treatment to interventions provided in special education schools for children with autism spectrum disorder. Lay abstract There is some evidence that using therapy dogs for children with autism spectrum disorder generally results in improved social communication skills and reduced behavioral problems. However, well-controlled studies that examine its effectiveness are scarce. This study examined the effectiveness of a “Dog Training Intervention.” The study included 73 participants diagnosed with autism spectrum disorder (61 males, 12 females) with age range of 2:10–7:6 years ( M = 4:10 ± 1:0) who attend autism spectrum disorder–specific special education schools. The study population was divided into two groups. Each group received the dog training intervention during one part of the school year (first half or second half) in addition to the standard interventions provided by the special education school settings. The dog training intervention was given twice weekly for 4 months within the school setting. The group that received the dog training intervention first showed a significant increase in adaptive social and communication skills in comparison to the second group that did not receive the intervention in this period. This improvement was maintained after the dog training intervention. The second group, which received intervention at the second half of the year, showed improvement in communication and socialization adaptive skills only during the period in which they received the dog training intervention. The positive impact on social communication adaptive skills of the dog training intervention among young children with autism spectrum disorder suggests that dogs may serve as an effective model for establishing social interaction. Dog training intervention appears to be an effective adjunct treatment to the interventions provided in special education schools for young children with autism spectrum disorder.

Parent Ratings of Generalized and Indirect Effects of Functional Communication Training for Children with Autism Spectrum Disorder

2021 ◽  
pp. 014544552110188
Author(s):  
Matthew J. O’Brien ◽  
Kelly E. Pelzel ◽  
Nicole M. Hendrix ◽  
Kelly M. Schieltz ◽  
Kenzie Miller ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Children ◽  
Problem Behaviors ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Parent Stress ◽  
Communication Training ◽  
Spectrum Disorder ◽  
Functional Communication ◽  
Training Context

Functional communication training (FCT) is a behavioral treatment that has been shown to reduce problem behavior and increase appropriate communication in young children with autism spectrum disorder (ASD). In this study, we assessed the effects of FCT on targeted and nontargeted problem behaviors outside of the training context, as well as parent stress, for 30 young children with ASD and their parents. Indirect measures of generalization treatment effects were administered prior to and following FCT treatment delivered via telehealth. Children demonstrated significant improvement on both targeted (measured via observation) and nontargeted (measured via checklist) problem behaviors, both within and outside of the training context, and parent stress was significantly reduced following treatment. These results suggest that the impact of FCT may extend beyond the training context for both the children being treated and the parents delivering treatment, even when generalization is not specifically programmed for during treatment.

scholarly journals A Systematic Review of Play-Based Interventions Targeting the Social Communication Skills of Children with Autism Spectrum Disorder in Educational Contexts

2021 ◽  
Author(s):  
Christina O’Keeffe ◽  
Sinéad McNally
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Communication Skills ◽  
Social Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Communication Skills ◽  
Children With Asd ◽  
The Social

AbstractChildren with autism spectrum disorder (ASD) experience social communication difficulties which can be compounded by increased social demands and expectations of the school environment. Play offers a unique context for social communication development in educational settings. This systematic review aimed to synthesize play-based interventions for the social communication skills of children with ASD in educational contexts and identified nine studies. Overall, studies in this review provided a promising evidence base for supporting social communication skills through play in education for children with ASD. The review also highlighted gaps in research on play-based interventions for the social communication skills of children with ASD within naturalistic educational settings.

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