Teaching a Multi-Step Requesting Sequence to Two Adolescents with Autism Using an iPod-based Speech Generating Device

10.26686/wgtn.16984696 ◽

2021 ◽

Author(s):

◽

Donna Adorina Achmadi

Keyword(s):

Differential Reinforcement ◽

Children With Autism ◽

Single Step ◽

Multiple Baseline ◽

Ipod Touch ◽

Turn On ◽

Speech Generating Device ◽

Adolescents With Autism ◽

Response Prompting ◽

Prompt Fading

<p>Many children with autism fail to develop speech and are therefore candidates for the use of speech-generating devices (SGDs). However, existing studies are limited because they have tended to focus only on teaching an initial single-step requesting sequence. This thesis aimed to extend the existing literature by evaluating intervention procedures for teaching two adolescents with autism to perform multistep requesting sequences that required navigating across two screen pages (Intervention 1). Intervention 2 focused on teaching the adolescents to turn on and unlock the screen of the SGD prior to initiating the previously learnt multi-step requesting sequence. Both interventions made use of response prompting, prompt fading, and differential reinforcement procedures and were evaluated using the multiple-baseline across subjects design. Results showed that both interventions were effective in teaching these adolescents to use the iPod Touch(R) to make a sequence of requests. The results of the present study suggest that adolescents with autism can successfully learn to use an iPod Touch(R) to independently perform multi-step requesting sequences.</p>

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Social Intervention for Adolescents With Autism and Significant Intellectual Disability: Initial Efficacy of Reciprocal Imitation Training

American Journal on Intellectual and Developmental Disabilities ◽

10.1352/1944-7558-188.4.247 ◽

2013 ◽

Vol 118 (4) ◽

pp. 247-261 ◽

Cited By ~ 10

Author(s):

Brooke Ingersoll ◽

Katherine Walton ◽

Danielle Carlsen ◽

Theresa Hamlin

Keyword(s):

Social Engagement ◽

Children With Autism ◽

Multiple Baseline ◽

Older Individuals ◽

Baseline Design ◽

Social Interventions ◽

Adolescents With Autism ◽

Reciprocal Imitation Training ◽

Spontaneous Imitation ◽

Reciprocal Imitation

Abstract Individuals with autism have difficulty with social skills across the lifespan. Few social interventions have been examined for older individuals with autism who also have significant intellectual disabilities (ID). Previous research suggests that reciprocal imitation training (RIT) improves imitation and social engagement in young children with autism. This study used a multiple-baseline design to examine whether RIT could improve social behaviors in four adolescents with autism and significant ID. All adolescents improved their spontaneous imitation and two improved their joint engagement. In addition, two adolescents decreased their rate of self-stimulatory behaviors over the course of treatment. Overall, these results suggest that RIT may be effective at improving social interaction and decreasing self-stimulatory behavior in adolescents with autism and significant ID.

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Using the Virtual Reality-Cognitive Rehabilitation Approach to Improve Contextual Processing in Children with Autism

The Scientific World JOURNAL ◽

10.1155/2013/716890 ◽

2013 ◽

Vol 2013 ◽

pp. 1-9 ◽

Cited By ~ 14

Author(s):

Michelle Wang ◽

Denise Reid

Keyword(s):

Virtual Reality ◽

Cognitive Flexibility ◽

Cognitive Rehabilitation ◽

Contextual Information ◽

Children With Autism ◽

Educational Programs ◽

Multiple Baseline ◽

Single Subject ◽

Control Test ◽

Contextual Processing

Background. This pilot study investigated the efficacy of a novel virtual reality-cognitive rehabilitation (VR-CR) intervention to improvecontextual processing of objectsin children with autism. Previous research supports that children with autism show deficits in contextual processing, as well as deficits in its elementary components: abstraction and cognitive flexibility.Methods. Four children with autism participated in a multiple-baseline, single-subject study. The children were taught how tosee objects in contextby reinforcing attention to pivotal contextual information.Results. All children demonstrated statistically significant improvements in contextual processing and cognitive flexibility. Mixed results were found on the control test and changes in context-related behaviours.Conclusions. Larger-scale studies are warranted to determine the effectiveness and usability in comprehensive educational programs.

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Evaluating Picture Exchange and the iPad™ as a Speech Generating Device to Teach Communication to Young Children with Autism

Journal of Developmental and Physical Disabilities ◽

10.1007/s10882-013-9337-1 ◽

2013 ◽

Vol 25 (6) ◽

pp. 637-649 ◽

Cited By ~ 66

Author(s):

Elizabeth R. Lorah ◽

Matt Tincani ◽

Jessica Dodge ◽

Shawn Gilroy ◽

Anna Hickey ◽

...

Keyword(s):

Young Children ◽

Children With Autism ◽

Speech Generating Device ◽

Young Children With Autism ◽

Picture Exchange

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Using the Teaching Interactions Procedure to Teach Social Skills to Children With Autism and Intellectual Disability

American Journal on Intellectual and Developmental Disabilities ◽

10.1352/1944-7558-121.6.501 ◽

2016 ◽

Vol 121 (6) ◽

pp. 501-519 ◽

Cited By ~ 8

Author(s):

Aubrey Hui Shyuan Ng ◽

Kim Schulze ◽

Eric Rudrud ◽

Justin B. Leaf

Keyword(s):

Autism Spectrum Disorder ◽

Intellectual Disability ◽

Social Skills ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Multiple Baseline ◽

Baseline Design ◽

Teaching Interaction ◽

Teaching Interaction Procedure

Abstract This study implemented a modified teaching interaction procedure to teach social skills to 4 children diagnosed with autism spectrum disorder with an intellectual disability. A multiple baseline design across social skills and replicated across participants was utilized to evaluate the effects of the modified teaching interaction procedure. The results demonstrated that the teaching interaction procedure resulted in all participants acquiring targeted social skills, maintaining the targeted social skills, and generalizing the targeted social skills.

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The Use of Differential Reinforcement of Other Behaviours to Establish Inhibitory Stimulus Control for the Management of Vocal Stereotypy in Children with Autism

Developmental Neurorehabilitation ◽

10.1080/17518423.2018.1523246 ◽

2018 ◽

Vol 22 (3) ◽

pp. 192-202

Author(s):

Olive Healy ◽

Sinéad Lydon ◽

Thérèse Brady ◽

Mandy Rispoli ◽

Jennifer Holloway ◽

...

Keyword(s):

Stimulus Control ◽

Differential Reinforcement ◽

Children With Autism ◽

Vocal Stereotypy ◽

Inhibitory Stimulus

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The Use of a Stimulus Control Transfer Procedure to Teach Motivation-Controlled Mands to Children With Autism

Focus on Autism and Other Developmental Disabilities ◽

10.1177/1088357619838273 ◽

2019 ◽

Vol 34 (4) ◽

pp. 215-225

Author(s):

Karen D. Ward ◽

Smita Shukla Mehta

Keyword(s):

Stimulus Control ◽

Visual Analysis ◽

Children With Autism ◽

Motivating Operations ◽

Autism Spectrum ◽

Multiple Baseline ◽

Natural Environments ◽

Baseline Design ◽

Mand Training ◽

Control Transfer

Social participation of children with an autism spectrum disorder (ASD) in natural environments can be enhanced by teaching them to communicate spontaneously, at least in situations where they have the motivation to access specific items or activities by controlling the amount of access for these stimuli. The purpose of this study was to determine if mand training, using a stimulus control transfer procedure would promote acquisition and generalization of mands for specific activities or objects evoked by motivating operations. Measurement variables included the frequency of motivation controlled (MO) versus multiply controlled mands during discrete trial training on a variety of verbal operants. Using a concurrent multiple baseline design across participants, visual analysis indicated that MO mands for out-of-view items increased substantially with generalization across targets, staff, and environments for three of the four participants. One participant did not respond to intervention to the same extent as others.

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Extending Caregiver Training Via Telecommunication for Rural Icelandic Children With Autism

Rural Special Education Quarterly ◽

10.1177/8756870518783522 ◽

2018 ◽

Vol 38 (1) ◽

pp. 26-42 ◽

Cited By ~ 3

Author(s):

Kristín Guðmundsdóttir ◽

Shahla Ala’i-Rosales ◽

Zuilma Gabriela Sigurðardóttir

Keyword(s):

Rural Families ◽

Children With Autism ◽

Behavioral Parent Training ◽

Multiple Baseline ◽

Caregiver Training ◽

Single Subject ◽

Training Methods ◽

Child Behaviors ◽

Viable Approach ◽

Training Protocol

This study describes the development and evaluation of a behavioral parent training protocol via telecommunication for three parents of preschool children with autism, with limited access to behavioral expertise. A single-subject, multiple baseline experimental design across child behaviors, replicated across parents, was used to evaluate the effects of the training protocol. Dependent measures were collected via telecommunication for most assessments and included parent and child responses during naturalistic play. During intervention, the parents were taught methods to increase their child’s sociocommunicative behavior. All targeted skills increased during intervention. The increase was maintained with two families and some generalization to other settings occurred. The results indicate that training via telecommunication is a viable approach for rural families with low speed Internet connection. Continued development and refinement of telehealth training methods is discussed in context of technological challenges and procedures that fit telecoaching for rural families.

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