A systematic replication of teaching children with autism to respond appropriately to lures from strangers

In this systematic replication of a previous study (R. W. Schlosser, D. M. Blischak, P. J. Belfiore, C. Bartley, & N. Barnett, 1998), the effects of speech and print feedback on spelling performance were evaluated. Four children with autism and no functional speech were taught to spell words with a speech-generating device under 3 feedback conditions. In the auditory-visual condition, children received both speech and print feedback, whereas in the auditory and visual conditions, only 1 type of feedback was provided. An adapted alternating treatments design was used. All 4 children reached criterion across conditions. Although 3 children reached criterion first with print or speech-print feedback, 1 child was most efficient with speech-print followed by speech feedback. Based on the findings of both studies, 2 distinct profiles of feedback efficiency are proposed. Children that exemplify the primarily visual profile spell words most efficiently when feedback involves print. Children that fit the auditory profile spell words most efficiently when feedback involves speech. The implications for understanding the learning characteristics of children with autism, as well as those for practice and further research are derived.

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Instructional Videomodeling to Teach Mothers of Children with Autism to Implement Discrete Trials: A Systematic Replication

Temas em Psicologia ◽

10.9788/tp2019.3-14 ◽

2019 ◽

Vol 27 (3) ◽

pp. 795-804

Author(s):

Adriano A. Barboza ◽

Lidiene Camila B. Costa ◽

Romariz S. Barros

Keyword(s):

Children With Autism ◽

Discrete Trials ◽

Systematic Replication

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Reinforcer Choice on Skill Acquisition for Children with Autism Spectrum Disorder: a Systematic Replication

Behavior Analysis in Practice ◽

10.1007/s40617-018-0246-8 ◽

2018 ◽

Vol 12 (2) ◽

pp. 401-406

Author(s):

Jessie Northgrave ◽

Jason C. Vladescu ◽

Ruth M. DeBar ◽

Karen A. Toussaint ◽

Lauren K. Schnell

Keyword(s):

Autism Spectrum Disorder ◽

Skill Acquisition ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Systematic Replication

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RESPONSE INTERRUPTION AND REDIRECTION FOR VOCAL STEREOTYPY IN CHILDREN WITH AUTISM: A SYSTEMATIC REPLICATION

Journal of Applied Behavior Analysis ◽

10.1901/jaba.2011.44-169 ◽

2011 ◽

Vol 44 (1) ◽

pp. 169-173 ◽

Cited By ~ 50

Author(s):

Megan Duffy Cassella ◽

Tina M. Sidener ◽

David W. Sidener ◽

Patrick R. Progar

Keyword(s):

Children With Autism ◽

Vocal Stereotypy ◽

Response Interruption And Redirection ◽

Systematic Replication ◽

Response Interruption

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

American Journal of Speech-Language Pathology ◽

10.1044/2019_ajslp-19-00045 ◽

2020 ◽

Vol 29 (2) ◽

pp. 586-596 ◽

Cited By ~ 1

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.

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

Perspectives on Fluency and Fluency Disorders ◽

10.1044/ffd20.2.42 ◽

2010 ◽

Vol 20 (2) ◽

pp. 42-50 ◽

Cited By ~ 11

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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