Comparing embedded and non-embedded visual scene displays for one adult diagnosed with autism spectrum disorder: A clinical application of single case design

2019 ◽  
Vol 36 (1) ◽  
pp. 3-18
Author(s):  
Jolene K Hyppa-Martin ◽  
Angela M Stromberg ◽  
Mo Chen ◽  
Mark I Mizuko
Keyword(s):  
Autism Spectrum Disorder ◽  
Single Case ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Visual Scene ◽  
Single Case Design ◽  
Speech Generating Device ◽  
Alternating Treatment Design ◽  
Case Design ◽  
Treatment Design

This study provides an example of using single case experimental design to guide data-driven, low-inference interventions for an individual using customized displays on a speech-generating device and can serve as an example for interventionists who need to compare intervention strategies to identify approaches that are most appropriate for a specific learner. This study compared the performance of locating vocabulary in embedded and non-embedded visual scene displays (VSDs) on a speech-generating device by one 19-year-old male diagnosed with autism spectrum disorder. A single case experimental alternating treatment design was applied and the participant was taught to locate 48 vocabulary items that were equally divided among eight VSDs (i.e. four embedded and four non-embedded VSDs, each containing six vocabulary items). Accuracy and latency data for locating target VSDs and vocabulary items were measured over 12 intervention sessions and one maintenance session. Results show that the participant was initially more accurate and faster in locating vocabulary among embedded VSDs, when compared to non-embedded VSDs. However, over the course of 12 intervention sessions and the maintenance session, his performance became similar among both embedded and non-embedded VSDs. Implications regarding the clinical utility of the single case alternating treatment design and limitations are discussed.

Video Self-Modeling to Treat Aggression in Students Significantly Impacted by Autism Spectrum Disorder

2019 ◽  
Vol 34 (4) ◽  
pp. 215-225 ◽  
Author(s):  
Kate M. Sadler
Keyword(s):  
Autism Spectrum Disorder ◽  
Cognitive Abilities ◽  
Single Case ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Aggressive Behaviors ◽  
Single Case Design ◽  
Middle School Children ◽  
Case Design ◽  
Video Self Modeling

Research suggests that individuals with autism spectrum disorder (ASD) are at risk of exhibiting aggressive behaviors due to deficits in social communication and restricted and repetitive interests. Individuals with greater symptom severity and/or low cognitive abilities are at the greatest risk of developing aggressive behaviors that tend to be resistant to treatment. Additional research to treat persistently high rates of aggressive behaviors in this population is needed. Video self-modeling (VSM) is an evidence-based practice that has proven effective for individuals with ASD. This study implemented a VSM intervention with three middle school children significantly impacted by ASD who displayed aggressive behaviors using single case design with intersubject replication. Findings demonstrated that all three children decreased in aggressive behavior and maintained that decrease postintervention. Further educational implications are addressed on the use of VSM for addressing aggressive behaviors in children significantly impacted by ASD.

Interventions Targeting Expressive Communication in Adults With Autism Spectrum Disorders: A Systematic Review

2019 ◽  
Vol 62 (6) ◽  
pp. 1959-1978
Author(s):  
Kaitlyn P. Wilson ◽  
Jessica R. Steinbrenner ◽  
Tamar Kalandadze ◽  
Lara Handler
Keyword(s):  
Autism Spectrum Disorder ◽  
Single Case ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Single Case Design ◽  
Adults With Autism ◽  
Design Studies ◽  
Group Design ◽  
Expressive Communication ◽  
Case Design

PurposeThe aims of this systematic review are to (a) synthesize the literature on interventions targeting expressive communication in adults with autism spectrum disorder and (b) evaluate the effectiveness of the interventions.MethodThe literature search resulted in 7,196 articles. The research team used 2 reviewers and consensus for title/abstract review, full-text review, and quality review. To be included, studies had to (a) include at least 1 adult (18 years of age and above) with an autism spectrum disorder; (b) examine an intervention, treatment, or model of care; (c) provide outcome data related to expressive communication modalities/domains; (d) be experimental or quasi-experimental; and (e) be published in English. Twenty-two studies (14 single-case design and 8 group design), with a total of 256 participants and varied interventions and outcome variables, met criteria for inclusion. Effect sizes are presented for group design studies, and visual analysis results are outlined for single-case design studies.ResultsExamination of treatment effects in the included studies showed positive effects, overall; however, there was great variability between studies. Single-case design studies showed evidence of functional relations in all but 1 study, with most showing medium to large effects, as well as maintenance and generalization of gains. Group design studies showed a wide range of effects from near-zero to large effects. Differences in intervention strategies and durations, as well as in participant characteristics and outcome measures, presented barriers to aggregation.ConclusionsThis review highlights the need for increased high-quality research examining interventions targeting expressive communication in adults with autism spectrum disorder and also pinpoints interventions with potential for future study and use in this population.

scholarly journals DIR/FLOORTIME UNTUK MENINGKATKAN KOMUNIKASI ANTARA ANAK DENGAN AUTISME DAN IBU DENGAN PROFIL SENSORI BERBEDA

2019 ◽  
Vol 3 (3) ◽  
pp. 177
Author(s):  
Ezra Dessabela Isnannisa ◽  
Lia Mawarsari Boediman
Keyword(s):  
Autism Spectrum Disorder ◽  
Individual Differences ◽  
Single Case ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Single Case Design ◽  
Case Design ◽  
Structured Play

Kesulitan menjalin komunikasi adalah salah satu fitur utama pada Autism Spectrum Disorder (ASD). Anak dengan ASD cenderung memiliki gangguan pemrosesan sensori yang berdampak pada defisit kemampuan komunikasi. Hal tersebut membuat anak membutuhkan bantuan pengasuh untuk meregulasi diri sebelum dapat menjalin komunikasi dengan orang lain. Salah satu intervensi yang membantu meningkatkan kemampuan komunikasi adalah Developmental, Individual Differences, Relationship (DIR)/Floortime. Intervensi ini mempertimbangkan keunikan profil sensori dan perkembangan functional emotional partisipan sebagai landasan pembuatan program, serta melibatkan pengasuh secara aktif. Secara lebih lanjut, penelitian ini bertujuan untuk mengevaluasi efektivitas DIR/Floortime untuk meningkatkan komunikasi antar anak usia 4 tahun 2 bulan dengan autisme dan ibu dengan profil sensori yang berbeda.  Penelitian ini menggunakan single case design dan multiple baselines across situations untuk mengevaluasi penerapan DIR/Floortime pada situasi free dan semi-structured play. Lembar Observasi Circle of Communication (CoC) digunakan untuk menghitung jumlah komunikasi dua arah yang terjalin antara anak dan ibu. Skor kapasitas perkembangan functional emotional anak dan ibu juga diukur menggunakan Functional Emotional Assesment Scale untuk mengetahui kapasitas perkembangan yang melandasi kemampuan komunikasi. Hasil penelitian mengindikasikan bahwa DIR/Floortime efektif untuk meningkatkan jumlah dan kualitas komunikasi antara anak dan ibu. Setelah intervensi, anak lebih sering melakukan kontak mata, melakukan inisiasi dan respons verbal, serta tampak lebih engaged dalam berinteraksi bersama ibu. Keterlibatan aktif ibu dalam intervensi membuat ibu langsung merasakan perubahan positif pada anak saat berinteraksi. Hal tersebut memotivasi ibu yang sebelumnya cenderung pasif dalam berinteraksi untuk lebih dapat mengikuti minat dan tingkat keaktifan anak.

scholarly journals Vocabulary and Main Idea Reading Intervention Using Text Choice to Improve Content Knowledge and Reading Comprehension of Adolescents With Autism Spectrum Disorder

2019 ◽  
Vol 45 (1) ◽  
pp. 66-98 ◽  
Author(s):  
Michael Solis ◽  
Colleen K. Reutebuch ◽  
Terry Falcomata ◽  
Paul K. Steinle ◽  
Veronica L. Miller ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Single Case ◽  
Main Idea ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Single Case Design ◽  
School Students ◽  
School Based ◽  
Validity Measures ◽  
Students With Autism

This simultaneous replication single-case design study investigated a vocabulary and main idea intervention with an aspect of text choice provided to students with autism spectrum disorder (ASD). Five middle school students with ASD participated in two instructional groups taught by school-based personnel. Results were initially mixed. These results were followed by upward and stable trends, indicating a functional relationship between the independent and dependent variables. Social validity measures indicated that students appreciated the opportunity to make choices on text selection.

Effects of Functional Discrimination Training on Initial Receptive Language in Individuals With Autism Spectrum Disorder

2019 ◽  
Vol 44 (5) ◽  
pp. 670-697
Author(s):  
Sigmund Eldevik ◽  
Hege Aarlie ◽  
Kristine B. Titlestad ◽  
Ellie Kazemi ◽  
Greg Elsky
Keyword(s):  
Autism Spectrum Disorder ◽  
Expressive Language ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Rapid Acquisition ◽  
Functional Discrimination ◽  
History Of ◽  
Alternating Treatment Design ◽  
Treatment Design

The success of behavior-analytic procedures to teach language to individuals with autism spectrum disorder (ASD) has been well established in the literature. Nevertheless, some individuals may not learn any receptive or expressive language following extensive teaching efforts. We examined the effects of two reinforcement contingencies, functional and arbitrary, on increasing the level of auditory–visual conditional discriminations in children with ASD with a history of having difficulty learning discriminations. We evaluated the effects of the reinforcement contingencies by comparing the number of trials needed to establish discriminations in an adapted alternating treatment design. We found that five out of eight participants showed more rapid acquisition and demonstrated discrimination between more items in the functional reinforcement condition. The remaining three participants did not exhibit any discrimination in either condition within the allotted 500 trials/20 days. These findings suggest that using functional reinforcement procedures may be a helpful alternative for individuals who do not learn discriminations through traditional procedures.

scholarly journals Mathematics education for students with Autism Spectrum Disorder: Where are we now?

1970 ◽  
Vol 10 ◽  
pp. 17-39
Author(s):  
Monica Carr ◽  
Wee Tiong Seah
Keyword(s):  
Autism Spectrum Disorder ◽  
Best Practice ◽  
Mathematics Classroom ◽  
Single Case ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Intellectual Ability ◽  
Future Research ◽  
Single Case Design ◽  
Disability Group

Individuals diagnosed with Autism Spectrum Disorder (ASD), the fastest growing disability group, exhibit varying degrees of intellectual ability. Students with ASD are increasingly held accountable to academic standards comparable to their peers. Applied Behavior Analysis (ABA) is widely considered best practice for supporting these students. Twenty-six single-case design (SCD) mathematics classroom teaching interventions, conducted with students diagnosed with ASD, were systematically located and reviewed in detail. Most interventions were conducted in special education mathematics classrooms involving low ability students. Interventions typically targeted simple mathematics skills, and a paucity of research addressing more complex mathematical skills was noted. Elsewhere in the literature, teachers who have students with ASD in their classrooms reported having received no autism training, and described subsequent stress and potential to burn-out as a result. A need for future research with high ability mathematics students is observed, and the relevance of a values paradigm approach is proposed.

Music and On-task Behaviors in Preschool Children With Autism Spectrum Disorder

2017 ◽  
Vol 34 (3) ◽  
pp. 217-234
Author(s):  
Shannon Titus Dieringer ◽  
David L. Porretta ◽  
Diane Sainato
Keyword(s):  
Autism Spectrum Disorder ◽  
Preschool Children ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Multiple Baseline ◽  
Alternating Treatment Design ◽  
Treatment Design ◽  
Task Behaviors

The purpose of our study was to determine the effect of music (music with lyrics versus music with lyrics plus instruction) relative to on-task behaviors in preschool children with autism spectrum disorder (ASD) in a gross motor setting. Five preschool children (4 boys, 1 girl) diagnosed with ASD served as participants. A multiple baseline across participants in conjunction with an alternating-treatment design was used. For all participants, music with lyrics plus instruction increased on-task behaviors to a greater extent than did music with lyrics. The results of our study provide a better understanding of the role of music with regard to the behaviors of young children with ASD.

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