Download the Journal (PDF) - Division on Autism and ...

More documents

Recommendations

Info

TABLE 3—(Continued) Study Communication Consequences O<strong>the</strong>r Consequences Charlop-Christy et al. (2002) Ganz & Simpson (2004) Heneker & Page (2003) All <strong>the</strong> children demonstrated approximately 30.7 more spontaneous initiations per hour if <strong>the</strong>y were using sign language than if <strong>the</strong>y were using PECS. All three children mastered PECS use within a relatively short time. All children showed increases in spontaneous/ imitation speech and mean length of utterance. All children had collateral gain in socialcommunicative behavior, such as joint attention and eye contact, following <strong>the</strong> PECS training. All three children made progress in mastery of <strong>the</strong> PECS system and demonstrated increases in average intelligible words spoken per trial. All participants began Phase I without word utterances or speaking in one-word utterances and ended phase IV speaking threeto four-word-phases. All three children began using longer phrases and speaking with more complex syntax by <strong>the</strong> end of <strong>the</strong> PECS training. One child showed a decrease in non-word vocalizations, while one child showed an increase. The third one appeared relatively stable. The children were using more sophisticated forms of communication and need less prompting to do so. Requesting was <strong>the</strong> main function of communication. The children were observed to use symbols as <strong>the</strong> main methods of communication. The children appeared to have learned <strong>the</strong> importance of needing somebody’s attention before communicating with <strong>the</strong>m. A 70% or greater reduction was observed for 10 of 12 problem behaviors, and four problem behaviors were eliminated. The children did not show an increase in spontaneously gaining <strong>the</strong> adult’s attention. The children appeared to show less frustration and were able to accept <strong>the</strong> fact that <strong>the</strong>y could not always have what <strong>the</strong>y had asked for. 70 / Education and Training in Developmental Disabilities-March 2008 Report of Generalization a Relation to PECS b N M Y M Y M
TABLE 3—(Continued) Study Communication Consequences O<strong>the</strong>r Consequences Jones (2005) The children were spontaneously attempting to exchange <strong>the</strong> symbols in 95% of cases. Requesting was <strong>the</strong> main function of communication. The children were observed to move towards using more formal methods of communication across all contexts. Spontaneous exchange occurred on average 96% of <strong>the</strong> time for all interactions that involved a symbol. The PECS training was highly successful for three of <strong>the</strong> five children. They learned to use target utterances, made gains in length and variability of spontaneous utterances, generalized those gains across items and people, and maintained those gains. One of <strong>the</strong> five children showed only minimal change (no generalization and no change in variability) in spontaneous speech. The remaining one did not show gains in spontaneity, but did show important gains in <strong>the</strong> prerequisite skill of imitation. Four out of <strong>the</strong> five children showed an increase in <strong>the</strong>ir mean length of utterances for training items after <strong>the</strong> PECS training. Three children showed an increase in word variation during <strong>the</strong> PECS and timedelay sessions. One child showed no increases in new word use after <strong>the</strong> preliminary increases seen in baseline, while one child introduced new words during each of <strong>the</strong> procedural phases of <strong>the</strong> study and followup. Four of <strong>the</strong> five children began to use target utterances spontaneously during PECS and time-delay sessions. Only one maintained this ability during followup, and only one generalized this ability across communicative partners. One child significantly increased his ability to expressively label attributes; <strong>the</strong> remaining four children remained level through PECS. The children showed an increase in spontaneously gaining <strong>the</strong> adult’s attention. Two children increased <strong>the</strong>ir ability to imitate target utterances, while one child decreased her ability to imitate. Report of Generalization a Relation to PECS b N M Y H Functional Communication Intervention / 71
Page 1 and 2:
Education and Training in Developme
Page 3 and 4:
Page 5 and 6:
Page 7 and 8:
Guardianship: Its Role in t
Page 9 and 10:
guardians who are knowledgeable abo
Page 11 and 12:
in budgeting and spending; (b) a sp
Page 13 and 14:
and effective are essential to self
Page 15 and 16:
involved in the gu
Page 17 and 18:
sonal rights removed through guardi
Page 19 and 20:
who are not trustworthy, and when o
Page 21 and 22:
Discussion and Recommendations Lake
Page 23 and 24: DC: OSERS. (ERIC Document Reproduct
Page 25 and 26: people who do not have disabilities
Page 27 and 28: TABLE 1 School Demographics Demogra
Page 29 and 30: TABLE 2 Methods for Including Stude
Page 31 and 32: participate in service learning pro
Page 33 and 34: who are “more experienced” in s
Page 35 and 36: cern that they wer
Page 37 and 38: service learning activity for stude
Page 39 and 40: supports school personnel need to h
Page 41 and 42: Using Pivotal Response Training wit
Page 43 and 44: the trained peers
Page 45 and 46: Group B between one and two times p
Page 47 and 48: ing play sessions with Group B, Col
Page 49 and 50: learned to interact with ot
Page 51 and 52: Affirmative sentences emphasize a v
Page 53 and 54: identifying several important behav
Page 55 and 56: Kenji. For Kenji, all observation s
Page 57 and 58: Figure 2. Percentage of 10-s interv
Page 59 and 60: gaging in complicated verbal commun
Page 61 and 62: Results The results of the<
Page 63 and 64: when the person wa
Page 65 and 66: Effectiveness of the</stron
Page 67 and 68: is still encountering only one symb
Page 69 and 70: TABLE 1 Characteristic of Participa
Page 71 and 72: TABLE 2 Characteristics of
Page 73: TABLE 3 Major Findings Study Commun
Page 77 and 78: TABLE 3—(Continued) Study Communi
Page 79 and 80: nosed as having ASD. Therefore, PEC
Page 81 and 82: Preschool Teacher Perceptions of As
Page 83 and 84: TABLE 1 Teacher Demographics 1 Teac
Page 85 and 86: TABLE 3 Assistive Technology Self-A
Page 87 and 88: Integration or supplemental perspec
Page 89 and 90: I don’t know if the</stro
Page 91 and 92: sessions, and the
Page 93 and 94: that would be difficult to develop
Page 95 and 96: Riemer-Reiss, M. L., & Wacker, R. R
Page 97 and 98: TABLE 1 Characteristics of Campers
Page 99 and 100: appropriate answers were provided.
Page 101 and 102: Figure 2. Effects of STAR intervent
Page 103 and 104: garding how to effectively interact
Page 105 and 106: Shafer K. (1992). Peer-mediating in
Page 107 and 108: proach, features are built into <st
Page 109 and 110: independent transitions were totale
Page 111 and 112: Figure 1. Number of independent tas
Page 113 and 114: type of skills (e.g., domestic, lei
Page 115 and 116: Peer-Implemented Time Delay Procedu
Page 117 and 118: show that peer tutors can reliably
Page 119 and 120: General Procedures The dependent va
Page 121 and 122: Skill training. The teacher and one
Page 123 and 124: Figure 2. Percent of correct respon
Page 125 and 126:
heterogeneous group of students is
Page 127 and 128:
States’ Eligibility Guidelines fo
Page 129 and 130:
Method Procedure The first author d
Page 131 and 132:
TABLE 1—(Continued) IQ part score
Page 133 and 134:
eligibility to exhibit an IQ two or
Page 135:
ility guidelines for MR from state
show all

Download the Journal (PDF) - Division on Autism and ...

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

Delete template?

Save as template?