Teaching Sequences of Pretend Play to Children With Disabilities

Children with disabilities demonstrate fewer complex pretend play behaviors than children with typical development, which might limit their social participation in early childhood settings. A multiple-probe design was used to examine the relation between a single prompt procedure—constant time delay—and the acquisition, maintenance, and generalization of sequences of pretend play by children with disabilities. Results indicated systematic instruction was functionally related to increased levels of unprompted and different sequences of pretend play in all three participants. However, individual adaptations were required for two of three participants. The findings replicate previous research on adult systematic instruction using response-prompting strategies to teach pretend play and extend the literature by measuring and reporting generalized sequences of pretend play. Overall, this study supports systematic, individualized instruction using response-prompting strategies to teach sequences of pretend play to children who do not display such behaviors.

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Effects of Teaching Preschool Peers to Use the Mand-Model Procedure During Snack Activities

American Journal of Speech-Language Pathology ◽

10.1044/1058-0360.0201.38 ◽

1993 ◽

Vol 2 (1) ◽

pp. 38-46 ◽

Cited By ~ 6

Author(s):

Martha L. Venn ◽

Mark Wolery ◽

Lucy A. Fleming ◽

Lisa D. DeCesare ◽

Andrea Morris ◽

...

Keyword(s):

Children With Disabilities ◽

Role Playing ◽

Probe Design ◽

Communication Behavior ◽

Typical Development ◽

Typically Developing ◽

Preschoolers With Disabilities ◽

Multiple Probe ◽

Teacher Prompting

This investigation was designed to evaluate the effects of scripted direct instruction sessions, role playing with an adult and another child, feedback, in vivo teacher prompting, and praise on typically developing preschoolers’ use of the mand-model procedure; and to evaluate the effects of that use on the communication behavior of their peers with disabilities during snack activities. Six children, three with typical development and three with disabilities, participated in the study. They were grouped in three dyads during snack time, and the use of the mand-model procedure by the typical children and the responses of the children with disabilities were measured. A multiple probe design across subjects was used. The results indicated that (a) the typically developing preschoolers learned to use the mand-model procedure, (b) the preschoolers with disabilities responded to the mands and models after their peers began to use the procedure, (c) inappropriate behavior by the children with disabilities increased with the introduction of the mand-model procedure and then subsided, and d) unprompted requests increased for two of the three children with disabilities.

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Using System of Least Prompts to Teach Play to Young Children With Disabilities

The Journal of Special Education ◽

10.1177/0022466918796479 ◽

2018 ◽

Vol 52 (4) ◽

pp. 242-251 ◽

Cited By ~ 1

Author(s):

Jia Qiu ◽

Erin E. Barton ◽

Gounah Choi

Keyword(s):

Young Children ◽

Children With Disabilities ◽

Single Case ◽

System Of Least Prompts ◽

Case Research ◽

Young Children With Disabilities ◽

Play Behaviors ◽

Single Case Research ◽

Multiple Probe ◽

Instructional Package

The purpose of this study was to examine the efficacy of the system of least prompts (SLP) for increasing the levels of play behaviors in four young children with disabilities. A multiple probe across participants’ single case research design was used to examine the relation between SLP and child-targeted behaviors. The results demonstrated that the instructional package was functionally related to increased levels of independent play and diversity of targeted play actions. Furthermore, play levels were maintained when intervention was withdrawn.

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Increasing Play Complexity in a Young Child With Autism

Focus on Autism and Other Developmental Disabilities ◽

10.1177/1088357618800493 ◽

2018 ◽

Vol 34 (2) ◽

pp. 81-90 ◽

Cited By ~ 1

Author(s):

Erin E. Barton ◽

Stephanie Gossett ◽

M. Caroline Waters ◽

Rebecca Murray ◽

Rachel Francis

Keyword(s):

Single Case ◽

Children With Autism ◽

Autism Spectrum ◽

Probe Design ◽

Contingent Reinforcement ◽

Single Case Design ◽

System Of Least Prompts ◽

Play Behaviors ◽

Multiple Probe ◽

Case Design

Young children with autism spectrum disorder (ASD) demonstrate fewer and less varied play behaviors than children with typical development. This article describes two studies designed to increase two aspects of play complexity—diverse play actions and sequential play actions—in a child with ASD. In Study 1, we use a multitreatment single-case design to compare the use of the system of least prompts with contingent reinforcement for diverse play or all play. In Study 2, we used a multiple probe design to examine the relation between the system of least prompts with contingent reinforcement and the child’s use of play sequences. Across both studies, the complexity of play increased when specific aspects—diversity or sequences—were prompted and reinforced; however, the maintenance of effects were variable.

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Using Least-To-Most Prompting to Increase the Frequency and Diversity of Pretend Play in Children with Autism

Topics in Early Childhood Special Education ◽

10.1177/0271121420942850 ◽

2020 ◽

pp. 027112142094285

Author(s):

Dincer Saral ◽

Burcu Ulke-Kurkcuoglu

Keyword(s):

Single Case ◽

Pretend Play ◽

Children With Autism ◽

Autism Spectrum ◽

Case Research ◽

Children With Asd ◽

Play Behaviors ◽

Single Case Research ◽

Target Skills ◽

Multiple Probe

We examined the effects of the least-to-most prompting (LTM) procedure with contingent imitation (CI) on increasing the frequency and diversity of pretend play in children with autism spectrum disorder (ASD) using a multiple probe across toy sets single-case research design. Three children with ASD aged 5 to 6 years took part in the study. LTM was functionally related to increases in the frequency and diversity of children’s pretend play. Novel pretend play behaviors, sequences, and vocalizations also increased for all children. Importantly, all children maintained the target skills 1, 2, and 4 weeks after the intervention and generalized them across their homes, mothers, and different toys.

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The Use of Response Prompting and Frames for Teaching Sentence Writing to Students With Moderate Intellectual Disability

Focus on Autism and Other Developmental Disabilities ◽

10.1177/1088357616673568 ◽

2016 ◽

Vol 33 (3) ◽

pp. 142-149 ◽

Cited By ~ 9

Author(s):

Robert Pennington ◽

Allison Flick ◽

Kendra Smith-Wehr

Keyword(s):

Intellectual Disability ◽

Time Delay ◽

Delay System ◽

Constant Time Delay ◽

Intervention Package ◽

Time Delay System ◽

Moderate Intellectual Disability ◽

System Of Least Prompts ◽

Response Prompting ◽

Multiple Probe

In the current study, we examined the effects of response prompting strategies (i.e., constant time delay, system of least prompts) and frames on sentence writing for three participants, ages 7 to 12, with moderate intellectual disability. We used a concurrent multiple probe across behaviors design to evaluate the efficacy of the intervention package and posttest probes to assess generalized responding to untrained stimulation. During intervention, the teacher taught two students to construct sentences using selection-based software and another to generate handwritten responses across three different writing frames (i.e., I want _________, I see _____, The _____ is ______). Our findings suggest that the package was effective and produced variable levels of maintenance and generalized responding for all three participants.

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Building Professionals’ Capacity: The Cascading Coaching Model

Journal of Positive Behavior Interventions ◽

10.1177/10983007211039295 ◽

2021 ◽

pp. 109830072110392

Author(s):

Moon Y. Chung ◽

James D. Lee ◽

Hedda Meadan ◽

Michelle M. Sands ◽

Ban Sleiman Haidar

Keyword(s):

Professional Development ◽

Single Case ◽

Family Engagement ◽

Functional Relation ◽

Professional Organizations ◽

Probe Design ◽

Intervention Package ◽

Coaching Model ◽

Behavior Analysts ◽

Multiple Probe

The importance of family engagement in their children’s education and treatment is emphasized by researchers, professional organizations, and legislatures. Providing services with caregivers via telepractice has gained more support and is becoming especially timely due to the current pandemic and social distancing requirements. Professionals, such as board-certified behavior analysts (BCBAs), who work with caregivers with children with disabilities may benefit from receiving professional development on strategies for building better rapport with caregivers and coaching them to bring about maximum clinical efficacy. The current pilot study replicated an earlier study by Meadan et al. to examine the effects of the Coaching Caregiver Professional Development (CoCarePD) intervention package, in which BCBAs received training and coaching from researchers via telepractice, on their caregiver coaching practices. A single-case, multiple-probe design study across three BCBAs was conducted, and findings support a functional relation between the CoCarePD and BCBAs’ use of coaching practices.

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Apraxia of Speech

Journal of Speech and Hearing Disorders ◽

10.1044/jshd.5303.280 ◽

1988 ◽

Vol 53 (3) ◽

pp. 280-294 ◽

Cited By ~ 27

Author(s):

James Paul Dworkin ◽

G. G. Abkarian ◽

Donnell F. Johns

Keyword(s):

Treatment Program ◽

Specific Treatment ◽

Probe Design ◽

Apraxia Of Speech ◽

Actual Number ◽

Test Program ◽

Performance Suggestions ◽

Carry Over ◽

Time Required ◽

Multiple Probe

This investigation describes a treatment program for an adult patient with apraxia of speech. The program was composed of a series of physiologic (nonspeech) and phonetic (articulatory) tasks that began with oroneuromotor control activities and progressed to consonant-vowel (CV) syllable, word, and sentence drills. All activities were paced by a metronome. Detailed descriptions are provided about the (a) nature of the specific treatment steps,(b) sequence of steps followed, (c) criteria used for progression within and between steps, (d) actual number of trials and time required to reach criteria for each step, and (e) steps that were especially easy or difficult to master. A multiple probe design employed to test program efficacy revealed that (a) all tasks in the treatment program were successfully acquired, (b) control of all treatment behaviors was maintained, and (c) carry-over from treated to nontreated behaviors did not occur. Results confirmed that the program positively affected the patient's performance. Suggestions are offered outlining possible modification of the treatment steps so as to yield similar results with greater clinical efficiency.

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The use of person-first language in scholarly writing may accentuate stigma

10.31234/osf.io/7wxea ◽

2018 ◽

Author(s):

Morton Ann Gernsbacher

Keyword(s):

Language Use ◽

Children With Disabilities ◽

First Language ◽

Typical Development ◽

Scholarly Writing ◽

American Psychological ◽

Adults With Disabilities ◽

Style Guides

Numerous style guides, including those issued by the American Psychological and the American Psychiatric Associations, prescribe that writers use only person-first language so that nouns referring to persons (e.g. children) always precede phrases referring to characteristics (e.g. children with typical development). Person-first language is based on the premise that everyone, regardless of whether they have a disability, is a person-first, and therefore everyone should be referred to with person-first language. However, my analysis of scholarly writing suggests that person-first language is used more frequently to refer to children with disabilities than to refer to children without disabilities; person-first language is more frequently used to refer to children with disabilities than adults with disabilities; and person-first language is most frequently used to refer to children with the most stigmatized disabilities. Therefore, the use of person-first language in scholarly writing may actually accentuate stigma rather than attenuate it. Recommendations are forwarded for language use that may reduce stigma.

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