A Pilot Study to Teach Siblings to Support Children With Complex Communication Needs

2017 ◽  
Vol 39 (2) ◽  
pp. 346-355 ◽  
Author(s):  
Sarah N. Douglas ◽  
Rebecca Kammes ◽  
Erica Nordquist ◽  
Sophia D’Agostino
Keyword(s):  
Pilot Study ◽  
Future Research ◽  
Probe Design ◽  
Single Subject ◽  
Complex Communication Needs ◽  
Sibling Pairs ◽  
Future Research Directions ◽  
Communication Needs ◽  
Communication Partner Training ◽  
Multiple Probe

Siblings play an important role in the lives of children with disabilities, especially those with complex communication needs (CCN). However, children with CCN require support to learn social and communication skills. Like other communication partners, typically developing (TD) siblings may struggle to understand how to best interact with a child with CCN and may benefit from training to learn communication strategies. This pilot study evaluated a newly created sibling communication partner training program to help TD siblings learn the strategy Plan, Talk, Wait, and Respond to support the communication of their siblings with CCN. A single-subject multiple probe design was used with three TD siblings and their siblings with CCN. Although results varied for sibling pairs, an increase in communication supports from TD siblings and communication gains for children with CCN were noted with all sibling pairs. Limitations, adjustments to the training, and future research directions are discussed.

scholarly journals Use of Video Modeling to Teach Weight Lifting Techniques to Adults with Down Syndrome: A Pilot Study

2017 ◽  
Vol 36 (2) ◽  
pp. 16-34
Author(s):  
Kathleen Carter ◽  
Robert Pennington ◽  
Elizabeth Ledford
Keyword(s):  
Down Syndrome ◽  
Pilot Study ◽  
Video Modeling ◽  
Daily Living ◽  
Weight Lifting ◽  
Future Research ◽  
Probe Design ◽  
Multiple Probe ◽  
Lifting Techniques ◽  
Effectiveness Data

As adults with Down syndrome (DS) age, their strength decreases resulting in difficulty performing activities of daily living. In the current study, we investigated the use of video modeling for teaching three adults with DS to perform weight lifting techniques. A multiple probe design across behaviors (i.e., lifts) was used to evaluate intervention effectiveness. Data indicated variable effects across participants and lifting techniques. Limitations and suggestions for future research are discussed.

Naturalistic Speech-Generating Device Interventions for Children With Complex Communication Needs: A Systematic Review of Single-Subject Studies

2018 ◽  
Vol 27 (3) ◽  
pp. 1073-1090 ◽  
Author(s):  
Cindy Gevarter ◽  
Claudia Zamora
Keyword(s):  
Systematic Review ◽  
Visual Analysis ◽  
Future Research ◽  
Single Subject ◽  
Complex Communication Needs ◽  
Positive Effects ◽  
Home Based ◽  
Minimum Requirements ◽  
Practical Guidelines ◽  
Communication Needs

Purpose This article presents a systematic review that aimed to synthesize single-subject–design studies that have examined naturalistic interventions for teaching the expressive use of speech-generating devices (SGDs) to children with complex communication needs. Specifically, this review describes what intervention strategies are most commonly applied in studies with positive effects and minimal methodological flaws and examines the populations and outcomes for which these strategies have been effective. Method A systematic approach was used to qualitatively code variables of interest to this review. Results were summarized via both visual analysis and effect size methods, and a certainty of evidence methodology was adopted to describe the quality of the evidence. Results Thirty-two unique studies met inclusion criteria, with 19 having consistent positive results and meeting minimum requirements for certainty of evidence. Although studies used a variety of titles to describe intervention packages (e.g., milieu teaching, interaction strategies), certain strategies were common across studies. These included (a) creating and capturing communication opportunities via methods such as time delay and questioning; (b) providing feedback via methods such as reinforcement of requests, praise, or expansions; (c) prompting (verbal, physical, gestural); (d) modeling; and (e) training communication partners. Conclusions Findings regarding these intervention components help to provide practical guidelines for naturalistic SGD intervention. Limitations of the current body of research (e.g., need to include more home-based studies and more intermediate to advanced SGDs, need to critically analyze the most critical intervention components) provide suggestions for future research. Supplemental Material https://doi.org/10.23641/asha.6615332

Language Modeling as an Efficacious Early Language Intervention Approach With Young Children Demonstrating Complex Communication Needs

2009 ◽  
Vol 18 (1) ◽  
pp. 21-27 ◽  
Author(s):  
Patti Solomon-Rice ◽  
Gloria Soto
Keyword(s):  
Young Children ◽  
Clinical Intervention ◽  
Language Modeling ◽  
Language Intervention ◽  
Evidence Based ◽  
Complex Communication Needs ◽  
Communication Partner ◽  
Aided Aac ◽  
Communication Needs ◽  
Communication Partner Training

Abstract This article highlights evidence supporting the efficacy of adult language modeling and child imitation, including use of aided AAC modeling, during language intervention with young children demonstrating complex communication needs. First, four evidence-based language intervention approaches that incorporate adult language modeling and child imitation with young children demonstrating language delays are described. Second, two additional evidence-based language intervention approaches that incorporate aided AAC modeling during communication partner training, and direct clinical intervention with young children using aided AAC are further discussed. The article concludes with suggestions for strategies to use during language intervention with young children who use aided AAC.

Adaptation to Technology Use in Families of Children With Complex Communication Needs: An Integrative Review and Family Theory Application

2020 ◽  
Vol 26 (2) ◽  
pp. 153-178
Author(s):  
Patricia West ◽  
Marcia Van Riper ◽  
Gwen Wyatt ◽  
Rebecca Lehto ◽  
Sarah N. Douglas ◽  
...  
Keyword(s):  
Technology Use ◽  
Augmentative And Alternative Communication ◽  
Meta Analysis ◽  
Integrative Review ◽  
Future Research ◽  
Alternative Communication ◽  
Family Adaptation ◽  
Complex Communication Needs ◽  
Communication Needs ◽  
Conceptual Foundations

Families with children who have developmental disabilities and complex communication needs (CCNs) face challenging demands affecting family adaptation. Many children with CCNs use augmentative and alternative communication (AAC) devices to support communication, yet little is known about family adaptation to such technology. To fill this gap, an integrative review, guided by the Resiliency Model of Family Stress, Adjustment, and Adaptation was conducted to assess conceptual foundations and the state of the science of family adaptation among children utilizing AAC. Web-based searches were conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis and the Mixed Methods Appraisal Tool. Thirty-three studies met eligibility. Findings demonstrated that to enhance the science underpinning family adaptation to AAC use, future research should be grounded conceptually and address important components of the Resiliency Model. Work in this emerging area will identify and facilitate nursing efforts to assist families as they adapt to communication technology.

scholarly journals Sixth Generation (6G) Wireless Networks: Vision, Research Activities, Challenges and Potential Solutions

Symmetry ◽  
2020 ◽  
Vol 12 (4) ◽  
pp. 676 ◽  
Author(s):  
Mohammed H. Alsharif ◽  
Anabi Hilary Kelechi ◽  
Mahmoud A. Albreem ◽  
Shehzad Ashraf Chaudhry ◽  
M. Sultan Zia ◽  
...  
Keyword(s):  
Wireless Networks ◽  
Communication Systems ◽  
Future Research ◽  
Competitive Edge ◽  
Fifth Generation ◽  
Research Activities ◽  
Sixth Generation ◽  
Critical Issues ◽  
Future Research Directions ◽  
Communication Needs

The standardization activities of the fifth generation communications are clearly over and deployment has commenced globally. To sustain the competitive edge of wireless networks, industrial and academia synergy have begun to conceptualize the next generation of wireless communication systems (namely, sixth generation, (6G)) aimed at laying the foundation for the stratification of the communication needs of the 2030s. In support of this vision, this study highlights the most promising lines of research from the recent literature in common directions for the 6G project. Its core contribution involves exploring the critical issues and key potential features of 6G communications, including: (i) vision and key features; (ii) challenges and potential solutions; and (iii) research activities. These controversial research topics were profoundly examined in relation to the motivation of their various sub-domains to achieve a precise, concrete, and concise conclusion. Thus, this article will contribute significantly to opening new horizons for future research directions.

Effects of Choice-Making Opportunities on the Behavior of Students with Emotional and Behavioral Disorders

2001 ◽  
Vol 26 (2) ◽  
pp. 131-145 ◽  
Author(s):  
Kristine Jolivette ◽  
Joseph H. Wehby ◽  
Jennifer Canale ◽  
N. Gayle Massey
Keyword(s):  
Special Education ◽  
Behavioral Disorders ◽  
Classroom Teacher ◽  
Social Behaviors ◽  
Future Research ◽  
Single Subject ◽  
Single Subject Design ◽  
Inappropriate Behaviors ◽  
Social Difficulties ◽  
Future Research Directions

Students with emotional or behavioral disorders (E/BD) typically experience academic and social difficulties in school settings. One intervention, opportunities to make choices, has been implemented for students with E/BD to address inappropriate behaviors. Three elementary-aged students with E/BD from a self-contained special education classroom participated in this study. A multiple-baseline, across-students, single-subject design was used to compare the effects of Choice and No Choice conditions on multiple academic and social behaviors. All study sessions were conducted during regularly scheduled math activities in the special education classroom by the classroom teacher. Results suggest that opportunities to make choices during academic situations positively affected the academic and social behaviors of two of the three students. Limitations of and future research directions for opportunities to make choices for students with E/BD are provided.

scholarly journals Using Interactive Mobile Applications to Teach Reading Skills to Female Students with Hearing Impairments

2021 ◽  
Vol 45 (3) ◽  
pp. 158-191
Keyword(s):  
Mobile Applications ◽  
Reading Skills ◽  
Interactive Multimedia ◽  
Word Reading ◽  
Future Research ◽  
Probe Design ◽  
Hearing Impairments ◽  
New Words ◽  
Multiple Probe ◽  
Multiple Probe Design

The purpose of the study was to investigate the use of mobile applications to teach word reading to three students with hearing impairments aged 9-12. Instruction was conducted using four mobile applications (Chalkboard, Expeditions, Phonto, and Words Seller) that combined interactive multimedia features such as text, images, videos, and interactive content. A multiple probe design was used to evaluate the effectiveness of the applications in teaching reading skills. Results indicated that the use of these mobile applications was effective on the acquisition of the reading skills. Results also showed that all students performed at or above criterion on maintenance probe sessions. Additionally, students were able to generalize the acquired reading skills to read new words. Implications for practice and suggestions for future research are discussed. Keywords: Hearing impairments, interactive multimedia, mobile applications, reading skills, multiple probe design

scholarly journals Enhancing Self-Monitoring with Differential Negative Reinforcement of Alternative Behavior for Increasing Students’ Writing Production

2021 ◽  
pp. 92-102
Author(s):  
Meghann M. Torchia ◽  
John W. Maag
Keyword(s):  
Negative Reinforcement ◽  
The Other ◽  
Future Research ◽  
Probe Design ◽  
Self Monitoring ◽  
Alternative Behavior ◽  
Differential Effectiveness ◽  
Multiple Probe ◽  
Differential Negative Reinforcement ◽  
Minute Session

Many students find writing aversive and behave in ways to escape the task. Self-monitoring and differential negative reinforcement of alternative behavior (DNRA) are two approaches that have been shown to improve the quantity of writing performance but have never been combined to determine whether they are more effective in combination than in isolation. The purpose of the present study was to evaluate the differential effectiveness of self-monitoring versus self-monitoring plus DNRA for increasing the number of words and sentences written using a multiple probe design across three participants during two 10-minute sessions. For each baseline session, participants were given a story starter prompt to write as much as they could, received a short break, and then the second 10-minute session would begin. Self-monitoring indicated an increase in a number of words written and an unstable but slightly higher trend in a number of sentences written for one participant. The other two participants showed decreasing trends in both the number of words and sentences written during self-monitoring. Results of self-monitoring plus DNRA indicated an increase in a number of words and sentences written for one participant, while the other two participants showed little to no improvement. Areas for future research, limitations, and implications for practice are discussed.

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