etadd_46(4) - Division on Autism and Developmental Disabilities

More documents

Recommendations

Info

jury. Journal of Applied Behavior Analysis, 41, 261– 265. Thomson, K. M., Czarnecki, D., Martin, T. L., Yu, C. T., & Martin, G. L. (2007). Predicting optimal preference assessment methods for individuals with developmental disabilities. Education and Training in Developmental Disabilities, 42, 107–114. Wilder, D. A., Schadler, J., Higbee, T. S., Haymes, L. K., Bajagic, V., & Register, M. (2008). Identification of olfactory stimuli as reinforcers in individuals with autism: A preliminary investigation. Behavioral Interventions, 23, 97–103. Received: 7 September 2010 Initial Acceptance: 2 November 2010 Final Acceptance: 18 January 2011 Review of Choice and Preference Assessment / 595
Education and Training in Autism and Developmental Disabilities, 2011, <strong>46</strong>(4), 596-606 © <strong>Division</strong> on Autism and Developmental Disabilities Effects of a Treatment Package on Imitated and Spontaneous Verbal Requests in Children with Autism Jennifer B. Ganz Texas A&M University Margaret M. Flores Auburn University Erin E. Lashley Northside Independent School District, San Antonio, TX Abstract: Students with autism spectrum disorders (ASD) have difficulties with verbal language. Many interventions to remediate such deficits require numerous materials and significant teacher time. This study sought to determine if a simple multi-component intervention that incorporated noncontingent reinforcement (NCR) and verbal modeling would result in increased spontaneous verbal requesting in two preschool boys with autism. Results indicated that the participants did increase use of spontaneous and imitated verbal requests. Implications are discussed. Deficits in communication and speech are a hallmark of autism spectrum disorders (ASD; American Psychiatric Association [APA], 2000). Many individuals with ASD do not speak or have delayed communication skills (APA), including limited communication functions (e.g., requests and refusals; Ogletree, 2008). Some have difficulty maintaining conversations and use repetitive or echolalic speech (APA; Janzen, 2003). Other aspects of speech may be delayed, including articulation, content, grammar, and using abstract concepts in language (Janzen). The National Research Council (2001) recommends that programming for children with ASD includes at least 25 hours per week of systematic instruction, focusing on functional and spontaneous communication. Such instruction may cost up to $60,000 per year (National Research Council). Thus, it is important to determine if some children with ASD respond to less costly, effective strategies, which allow precious resources, including personnel training time and cost, instructional time, and materials, to be reserved for those Correspondence concerning this article should be addressed to Jennifer Ganz, Texas A&M University, Department of Educational Psychology, 4225 TAMU, College Station, TX 77843-4225. Email: jeniganz@tamu.edu students who require costly and intensive interventions. Koegel, Koegel, Shoshan, and Mc- Nerney (1999) report that children with autism who demonstrate more frequent spontaneous communication, including nonverbal communication, prior to communication treatment respond better to such treatment. Several methods have been proposed to replace challenging behaviors with socially acceptable communication skills in children with ASD. Noncontingent reinforcement (NCR) focuses on increasing socially relevant skills and has been proven effective with individuals with a variety of disabilities. Further, elements of incidental teaching and time-delay have had promising results. Modeling of behaviors has been used to improve a variety of skills in children with ASD (Matson, Matson, & Rivet, 2007; Stahmer, Ingersoll, & Carter, 2003). This procedure, when used for modeling names of items for requesting, had also been called mand-modeling (Mobayed, Collins, Strangis, Schuster, & Hemmeter, 2000). Research has supported the use of in vivo modeling of peers and adults to promote labeling (Charlop, Schreibman, & Tryon, 1983) and following directions (Egel, Richman, & Koegel, 1981). In vivo modeling has also resulted in improved play and social skills in children with autism, including dis- 596 / Education and Training in Autism and Developmental Disabilities-December 2011
Page 1 and 2:
Education and Training in Autism an
Page 3 and 4:
March 2012 Manuscripts Accepted for
Page 5 and 6:
new line of research, the review ho
Page 7 and 8:
TABLE 1—(Continued) Overview of H
Page 9 and 10:
TABLE 1—(Continued) Overview of H
Page 11 and 12:
Figure 1. MP3 Player (Model: SM-320
Page 13 and 14:
Figure 3. Sony-Ericsson K800. Retri
Page 15 and 16:
computer with three middle school s
Page 17 and 18:
Figure 6. Video iPod. Apple, Inc. h
Page 19 and 20:
example, in contrast to previous st
Page 21 and 22:
using public transportation. Device
Page 23 and 24:
accessible software to increase ind
Page 25 and 26:
(14.3%), a unique curriculum (13.8%
Page 27 and 28:
TABLE 1 Student Characteristics Stu
Page 29 and 30:
eos” was highlighted. Students th
Page 31 and 32:
ment was 100% for baseline and main
Page 33 and 34:
Figure 3. Percentage of independent
Page 35 and 36:
how to program and operate the equi
Page 37 and 38:
Individuals with Disabilities Educa
Page 39 and 40:
Page 41 and 42:
TABLE 1 Video Prompting Studies Con
Page 43 and 44:
TABLE 1—(Continued) Video Prompti
Page 45 and 46:
Length of video clips. Researchers
Page 47 and 48:
to learn three cooking tasks. Resul
Page 49 and 50:
Van Laarhoven and Van Laarhoven-Mye
Page 51 and 52:
Dogoe, M., & Banda, D. R. (2009). R
Page 53 and 54:
Page 55 and 56:
TABLE 1 Summary of Demographic and
Page 57 and 58:
TABLE 2 Summary of Outcome Variable
Page 59 and 60:
with students in preschool (Akmanog
Page 61 and 62:
with MoID acquiring some of their p
Page 63 and 64:
Vocational task. To date one study
Page 65 and 66:
ed; thereby adding to the amount of
Page 67 and 68:
Retardation and Developmental Disab
Page 69 and 70: Education and Training in Autism an
Page 71 and 72: TABLE 1 Student Demographic Informa
Page 73 and 74: Figure 1. Example of the mini-poste
Page 75 and 76: Experimental Design This study empl
Page 77 and 78: intervention sessions was 75.55% de
Page 79 and 80: help continue maximum skill profici
Page 83 and 84: at the same time, or did not respon
Page 85 and 86: Figure 1. Correct responses for Joe
Page 87 and 88: sponses for each skill. No trends w
Page 89 and 90: then be used as a template for quic
Page 91 and 92: 2007). Choice making initiates the
Page 93 and 94: making choices is clearly not in th
Page 95 and 96: epeated until stable choice pattern
Page 97 and 98: transportation, commitment) to prov
Page 99 and 100: can be made. Last, because consumer
Page 103 and 104: TABLE 1 Studies Listed According to
Page 105 and 106: TABLE 1—(Continued) Studies Liste
Page 111 and 112: (i.e., MSW) and duration-based (i.e
Page 113 and 114: 2008), and increasing adaptive beha
Page 115 and 116: port difficulty implementing the in
Page 117 and 118: of a preferred item while continuin
Page 119: Kreiner, J., & Flexer, R. (2009). A
Page 123 and 124: autism on the CARS. Regarding socia
Page 125 and 126: other effect size measures and with
Page 127 and 128: quests during baseline sessions. Du
Page 129 and 130: ulation was generally clear and he
Page 131 and 132: communication training as a treatme
Page 133 and 134: encing allergy symptoms (one partic
Page 135 and 136: Assessments Preference assessment.
Page 137 and 138: Interobserver agreement. A second o
Page 139 and 140: challenging behavior in the presess
Page 141 and 142: tion of the preferred item signaled
Page 143 and 144: ior: An analysis of the literature.
Page 145 and 146: moderate intellectual disabilities
Page 147 and 148: Effects of the STAR intervention pr
Page 149 and 150: Copeland, S. R. (2002). See citatio
Page 151 and 152: 126. Ezell, D., & Klein, C. (2003).
Page 153 and 154: computer-based instruction program.
Page 155 and 156: sight words to students with mental
Page 157 and 158: Mastropieri, M. A. (2009). See cita
Page 159 and 160: 262. Noyes, D. A., & Sax, C. L. (20
Page 161 and 162: Rispoli, M. (2009). See citation #1
Page 163 and 164: Sparks, S. (2010). See citation #87
Page 165 and 166: Vlaskamp, C. (2008). See citation #
Page 167 and 168: INDEX—VOLUME 46,
Page 169 and 170: Runes, Sandra. See Hausmann-Stabile
Page 171 and 172:
Review of video prompting studies w
Page 173 and 174:
Look! I'm in College! DVD Look, I
Page 175 and 176:
13th International Conference on Au
show all

etadd_46(4) - Division on Autism and Developmental Disabilities

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?