Reducing Stereotypic Behavior by Teaching Orienting Responses to Environmental Stimuli

1997 ◽  
Vol 22 (1) ◽  
pp. 28-35 ◽  
Author(s):  
William D. Frea
Keyword(s):  
Eye Movements ◽  
The Other ◽  
Multiple Baseline ◽  
Stereotypic Behavior ◽  
Multiple Baseline Design ◽  
Community Settings ◽  
Baseline Design ◽  
Environmental Stimuli ◽  
Natural Stimuli ◽  
Adolescents With Autism

This study investigated the feasibility of decreasing the stereotypic behavior of two adolescents with autism by teaching them to increase orienting responses to their environment using an external prompt. Both participants exhibited high rates of stereotypic behaviors, one in the form of physical rigidity and stereotyped eye movements, the other in the form of perseverative speech and repeated gesturing. They were taught to increase the amount of appropriate orienting to natural stimuli in community settings. Within a multiple baseline design across settings, both demonstrated decreases in stereotypic behavior as appropriate orienting increased.

The Use of Written Naming and Repetition to Treat Naming Deficits in Aphasia

2020 ◽  
Vol 29 (1) ◽  
pp. 216-237
Author(s):  
Naomi Hashimoto
Keyword(s):  
Treatment Effect ◽  
The Other ◽  
Effect Sizes ◽  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Duration Of Treatment ◽  
Baseline Design ◽  
Functional Strategy ◽  
Treatment Data ◽  
Naming Deficits

Purpose The purpose of the study was to examine the use of a combined written naming + repetition (WN + REP) approach and an REP-only approach to treat naming deficits in a group of individuals with aphasia. Method Six individuals participated in the study. A multiple-baseline design across behaviors was used. A WN + REP approach, an REP approach, and an untreated condition were presented. Three 10-item treatment lists and one 10-item untreated list were created. Each 10-item treatment list was evenly divided so that 5 items were treated using the WN + REP approach and 5 items were treated using the REP approach. Results Visual analyses of treatment data revealed improvements in 4 of the 6 participants. Meaningful treatment effect sizes were obtained for 5 of the 6 participants in at least 1 of the approaches across the treatment lists. Slightly more participants obtained meaningful effect sizes in the WN + REP approach than in the REP approach. Use of writing as a strategy to help with naming the pictures verbally increased over the duration of treatment in 5 of the 6 participants. Conclusions The findings revealed that both approaches improved spoken naming accuracy in aphasia. Although the WN + REP approach resulted in more meaningful effect sizes than the REP approach, there was no overwhelming advantage in using 1 or the other approach. However, the WN + REP approach promoted writing as a functional strategy that could be used when naming the picture verbally was not successful.

Effects of Phonological Decoding Training on Children's Word Recognition of CVC, CV, and VC Structures

1996 ◽  
Vol 5 (1) ◽  
pp. 67-78 ◽  
Author(s):  
Kenyatta O. Rivers ◽  
Linda J. Lombardino ◽  
Cynthia K. Thompson
Keyword(s):  
Word Recognition ◽  
Multiple Baseline ◽  
Single Subject ◽  
Group Training ◽  
Complex Structures ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Phonological Decoding ◽  
The Third ◽  
Letter Sound

The effects of training in letter-sound correspondences and phonemic decoding (segmenting and blending skills) on three kindergartners' word recognition abilities were examined using a single-subject multiple-baseline design across behaviors and subjects. Whereas CVC pseudowords were trained, generalization to untrained CVC pseudowords, untrained CVC real words, untrained CV and VC pseudowords, and untrained CV and VC real words were assessed. Generalization occurred to all of the untrained constructions for two of the three subjects. The third subject did not show the same degree of generalization to VC pseudowords and real words; however, after three training sessions, this subject read all VC constructions with 100% accuracy. Findings are consistent with group training studies that have shown the benefits of decoding training on word recognition and spelling skills and with studies that have demonstrated the effects of generalization to less complex structures when more complex structures are trained.

Multiple baseline design

TVZ ◽  
2021 ◽  
Vol 131 (1) ◽  
pp. 52-53
Author(s):  
Katrien Cuyvers
Keyword(s):  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Baseline Design

The Multiple Baseline Design for Evaluating Population-Based Research

2007 ◽  
Vol 33 (2) ◽  
pp. 162-168 ◽  
Author(s):  
Nathan G. Hawkins ◽  
Robert W. Sanson-Fisher ◽  
Anthony Shakeshaft ◽  
Catherine D’Este ◽  
Lawrence W. Green
Keyword(s):  
Population Based ◽  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Baseline Design

Generalized Effects of Enhanced Milieu Teaching

1994 ◽  
Vol 37 (6) ◽  
pp. 1320-1340 ◽  
Author(s):  
Ann P. Kaiser ◽  
Peggy P. Hester
Keyword(s):  
Preschool Children ◽  
Language Skills ◽  
Language Intervention ◽  
Multiple Baseline ◽  
Language Delays ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Preschool Classrooms ◽  
Milieu Teaching ◽  
Enhanced Milieu Teaching

The primary and generalized effects of Enhanced Milieu Teaching were examined with six preschool children with significant language delays. In a multiple baseline design across children, trainers implemented the naturalistic language intervention during play-based interaction sessions in the children's preschool classrooms. Children systematically increased their use of targeted language skills during the intervention sessions, and these changes were maintained when the treatment was discontinued. Generalized changes in children's communication resulting from the intervention were examined with untrained teachers, peers, and parents. Some generalization to untrained partners was observed for all children. Correlational analyses indicated that greater numbers of child utterances and greater diversity in vocabulary were associated with increased talking and mands for verbalization presented by partners.

The Effects of Community Training Using a Videodisc-Based Simulation

1992 ◽  
Vol 11 (4) ◽  
pp. 207-222 ◽  
Author(s):  
Cheryl A. Wissick ◽  
John W. Lloyd ◽  
Mable B. Kinzie
Keyword(s):  
Multiple Baseline ◽  
Interactive Videodisc ◽  
Convenience Store ◽  
Multiple Baseline Design ◽  
Community Based ◽  
Baseline Design ◽  
Training Package ◽  
Natural Settings ◽  
Purchasing Skills

The purpose of this study was to determine the suitability of using interactive videodisc for developing community based simulations for students with moderate disabilities. A multiple baseline design across students was used to assess the effects of the training package, that made use of an interactive videodisc-based simulation, on the students' skills to locate and purchase an item in simulated and natural convenience store settings. Three adolescents with moderate disabilities were taught how to access the equipment, discriminate items, and shop for snack items in a convenience store. During baseline and intervention phases, purchasing skills were assessed daily in simulated settings and weekly in natural settings. Measures included the number of extra actions to locate an item, percentage of assistance from the teacher, and number of purchasing steps completed correctly. All students learned how to access the equipment, to discriminate visuals of shopping items, and to interact in the simulated store setting. In addition for the simulated settings, students demonstrated a decrease in the number of extra actions needed to locate an item and an increase in the number of purchasing steps performed correctly.

Technology to support positive occupational engagement and communication in persons with multiple disabilities

2016 ◽  
Vol 15 (1) ◽  
Author(s):  
Giulio E. Lancioni ◽  
Mark F. O’Reilly ◽  
Nirbhay N. Singh ◽  
Jeff Sigafoos ◽  
Adele Boccasini ◽  
...  
Keyword(s):  
Leisure Activities ◽  
Multiple Disabilities ◽  
The Other ◽  
Multiple Baseline ◽  
Occupational Engagement ◽  
Baseline Design ◽  
Motor Disabilities ◽  
Sensory Motor ◽  
Telephone Calls ◽  
Program Version

AbstractPersons with multiple (intellectual and sensory-motor) disabilities can have serious difficulties managing their independent engagement in leisure activities and communication, particularly with partners not present in their immediate environment.This study assessed two versions of a technology-aided program (involving a computer system to present leisure and communication options and a microswitch to choose among them) with four participants with multiple disabilities. Two participants used the first version of the program, which allowed them to choose among leisure (music) options. The other two participants used the second version of the program, which allowed them to choose among leisure (music and videos) and communication (telephone calls) options. Each program version was implemented according to a non-concurrent multiple baseline design across participants.Data showed that both program versions were successful in helping the participants achieve the objectives pursued, that is, choose and access leisure or leisure and communication options independently.Technology-aided programs can enable persons with multiple disabilities to manage positive occupational engagement and communication.

Learning to Recruit Assistance to Attain Transition Goals

1995 ◽  
Vol 16 (4) ◽  
pp. 237-246 ◽  
Author(s):  
FABRICIO E. BALCAZAR ◽  
CHRISTOPHER B. KEYS ◽  
JUANA GARATE-SERAFINI
Keyword(s):  
Social Support ◽  
At Risk ◽  
Data Collection ◽  
Role Play ◽  
Support Network ◽  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Social Support Network ◽  
Social Competencies ◽  
Baseline Design

This study evaluated a program to develop help-recruiting competencies as a strategy to facilitate the transition of adjudicated male youths with disabilities residing in a segregated institution. six adjudicated male youths with disabilities participated in the study. a multiple baseline design across behaviors was used to evaluate the youths' acquisition of help-recruiting skills. self-reported measures of the actions taken by the youths in the process of pursuing transition goals were also collected. youths' performance in role-play situations and generalization probes indicated consistent improvements in help-recruiting skills following training. the youths established a total of 17 transition goals at the beginning of the study, of which 11 were attained as planned, 4 were still in progress at the end of data collection, and 2 were dropped. participants also increased the size of their social support network and reported improved satisfaction with their social competencies. the limitations and benefits of developing help-recruiting competencies to facilitate attainment of transition goals among at-risk youths with disabilities are discussed.

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