Increasing Play Complexity in a Young Child With Autism

2018 ◽  
Vol 34 (2) ◽  
pp. 81-90 ◽  
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.

scholarly journals Learning From Interactive Whiteboard Instruction Technology in Teaching Students With Autism Spectrum Disorders

2019 ◽  
Vol 11 (4) ◽  
pp. 19
Author(s):  
Fayez S. Maajeeny
Keyword(s):  
Single Case ◽  
Autism Spectrum ◽  
Interactive Whiteboard ◽  
Probe Design ◽  
Single Case Design ◽  
Interactive Learning Environment ◽  
Early Numeracy ◽  
Technology In Teaching ◽  
Numeracy Skills ◽  
Multiple Probe

Interactive whiteboard instruction technology provides interactive learning environment and serves as a motivational tool for the students. The study aims to investigate the effectiveness of interactive whiteboard (IAW) to teach early numeracy skills to the ASD students. The study has employed single-case design methodology and evaluated students for the effectiveness of using interactive whiteboard for teaching skills to the students through multiple probe design. A total of five baseline sessions were conducted on total four recruited students. During the intervention, data was obtained for at least three sessions from the date each student reached the acquisition criteria. The results showed that introduction of the intervention resulted in all participants meeting the established criteria. The early numeracy skills were generalized by all the four students to a different setting and with different materials. These results have supported the effectiveness of the interactive whiteboard, coupled with DTT to teach early numeracy skills to students with ASD. The study has concluded that interactive whiteboard with DTT was effective to teach early numeracy skills to the ASD students.

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

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.

Volitional Change in Children With Autism: A Single-Case Design Study of the Impact of Hippotherapy on Motivation

2009 ◽  
Vol 25 (2) ◽  
pp. 192-200 ◽  
Author(s):  
Renee R. Taylor ◽  
Gary Kielhofner ◽  
Caitlin Smith ◽  
Sherri Butler ◽  
Susan M. Cahill ◽  
...  
Keyword(s):  
Single Case ◽  
Children With Autism ◽  
Single Case Design ◽  
Design Study ◽  
The Impact ◽  
Case Design

Effects of Video Modeling on the Acquisition, Maintenance, and Generalization of Playing with Imaginary Objects in Children with Autism Spectrum Disorder

2020 ◽  
pp. 014544552093985
Author(s):  
Gabrielle T. Lee ◽  
Xiaoyi Hu ◽  
Yanhong Liu ◽  
Yuan Ren
Keyword(s):  
Autism Spectrum Disorder ◽  
Video Modeling ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Symbolic Play ◽  
Spectrum Disorder ◽  
Play Skills ◽  
Imaginary Play ◽  
Play Behaviors ◽  
Multiple Probe

Many children with autism spectrum disorder (ASD) do not have symbolic play skills. One type of symbolic play involves playing with imaginary objects, in which a child displays play actions without actual objects. The purpose of this study was to evaluate the effects of video modeling on the acquisition, maintenance, and generalization of playing with imaginary objects in young children with ASD. Three male Chinese children (aged 4–5 years) with ASD participated in this study. A multiple-probe across three behaviors design was used. The results indicated that video modeling was effective in establishing and maintaining target symbolic play behaviors for the three children. Generalization to untaught imaginary play activities occurred in all three children.

scholarly journals Comparison of Tablet-Delivered and Instructor-Delivered Teaching on Receptive Identification in Children With Autism Spectrum Disorders

2018 ◽  
Vol 34 (1) ◽  
pp. 55-67
Author(s):  
Sabine Saade Chebli ◽  
Marc J. Lanovaz ◽  
Marie-Michèle Dufour
Keyword(s):  
Autism Spectrum Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Probe Design ◽  
Children With Asd ◽  
Receptive Identification ◽  
Multielement Design ◽  
Spectrum Disorders ◽  
Multiple Probe ◽  
Multiple Probe Design

The purpose of our study was to compare the effectiveness of tablet- and instructor-delivered teaching (i.e., prompting and reinforcement) on the receptive identification of one-word concepts in children with autism spectrum disorders (ASDs). To this end, we embedded a multielement design within a multiple probe design to compare the effectiveness of the two instructional modalities in seven participants. Two of the seven participants showed generalization on all concepts in fewer instructional trials following instructor-delivered teaching, whereas the remaining five participants had mixed results depending on the concept. In total, the participants showed more rapid generalization with the instructor for 14 of the 19 concepts taught. Our results suggest that tablets should not systematically replace instructor-delivered prompting and reinforcement, but that they may be used to provide supplementary teaching to children with ASD.

Bug-in-Ear eCoaching: Impacts on Novice Early Childhood Special Education Teachers

2017 ◽  
Vol 40 (1) ◽  
pp. 87-103 ◽  
Author(s):  
Christan Grygas Coogle ◽  
Jennifer R. Ottley ◽  
Naomi L. Rahn ◽  
Sloan Storie
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Special Education Teachers ◽  
Single Case ◽  
Communication Strategies ◽  
Early Childhood Special Education ◽  
Single Case Design ◽  
Communication Difficulties ◽  
Multiple Probe ◽  
Case Design

A multiple-probe, single-case design was used to determine the effects of bug-in-ear eCoaching on teachers’ use of two targeted naturalistic communication strategies and focus children’s responses to these strategies. Results indicated that bug-in-ear eCoaching enhanced teachers’ use of communication strategies and the appropriate responses of children with communication difficulties. Moreover, novice teachers reported that bug-in-ear eCoaching was a socially valid intervention.

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.

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