An evaluation of prompting procedures in error correction for children with autism

2020 ◽  
Vol 35 (4) ◽  
pp. 581-594
Author(s):  
Chengan Yuan ◽  
Jing Zhu
Keyword(s):  
Error Correction ◽  
Children With Autism

Comparison of Flexible Prompt Fading to Error Correction for Children with Autism Spectrum Disorder

2013 ◽  
Vol 26 (2) ◽  
pp. 203-224 ◽  
Author(s):  
Justin B. Leaf ◽  
Ronald Leaf ◽  
Mitchell Taubman ◽  
John McEachin ◽  
Lara Delmolino
Keyword(s):  
Autism Spectrum Disorder ◽  
Error Correction ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Prompt Fading

Error correction in discrimination training for children with autism

2006 ◽  
Vol 21 (4) ◽  
pp. 245-263 ◽  
Author(s):  
Tristram Smith ◽  
Daniel W. Mruzek ◽  
Leigh Ann Wheat ◽  
Carrie Hughes
Keyword(s):  
Error Correction ◽  
Discrimination Training ◽  
Children With Autism

Inserting mastered targets during error correction when teaching skills to children with autism

2016 ◽  
Vol 49 (2) ◽  
pp. 251-264 ◽  
Author(s):  
Lauren Plaisance ◽  
Dorothea C. Lerman ◽  
Courtney Laudont ◽  
Wai-Ling Wu
Keyword(s):  
Error Correction ◽  
Children With Autism ◽  
Teaching Skills

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

2010 ◽  
Vol 20 (2) ◽  
pp. 42-50 ◽  
Author(s):  
Laura W. Plexico ◽  
Julie E. Cleary ◽  
Ashlynn McAlpine ◽  
Allison M. Plumb
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Descriptive Study ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Young Children With Autism ◽  
Spectrum Disorders ◽  
Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

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