scholarly journals USING MULTIPLE-EXEMPLAR TRAINING TO TEACH A GENERALIZED REPERTOIRE OF SHARING TO CHILDREN WITH AUTISM

2011 ◽  
Vol 44 (2) ◽  
pp. 279-294 ◽  
Author(s):  
Denise Marzullo-Kerth ◽  
Sharon A. Reeve ◽  
Kenneth F. Reeve ◽  
Dawn B. Townsend
Keyword(s):  
Children With Autism ◽  
Multiple Exemplar Training

The Effects of Multiple Exemplar Training on a Working Memory Task Involving Sequential Responding in Children With Autism

2012 ◽  
Vol 62 (3) ◽  
pp. 549-562 ◽  
Author(s):  
Lisa Baltruschat ◽  
Marcus Hasselhorn ◽  
Jonathan Tarbox ◽  
Dennis R. Dixon ◽  
Adel Najdowski ◽  
...  
Keyword(s):  
Working Memory ◽  
Memory Task ◽  
Children With Autism ◽  
Multiple Exemplar Training

Using audio script fading and multiple-exemplar training to increase vocal interactions in children with autism

2014 ◽  
Vol 47 (2) ◽  
pp. 325-343 ◽  
Author(s):  
Elena Garcia-Albea ◽  
Sharon A. Reeve ◽  
Kevin J. Brothers ◽  
Kenneth F. Reeve
Keyword(s):  
Children With Autism ◽  
Multiple Exemplar Training ◽  
Script Fading ◽  
Vocal Interactions

Establishing a Generalized Repertoire of Initiating Bids for Joint Attention in Children with Autism

2019 ◽  
Vol 44 (3) ◽  
pp. 394-428 ◽  
Author(s):  
Sandra R. Gomes ◽  
Sharon A. Reeve ◽  
Kevin J. Brothers ◽  
Kenneth F. Reeve ◽  
Tina M. Sidener
Keyword(s):  
Young Children ◽  
Joint Attention ◽  
Children With Autism ◽  
Multiple Exemplar Training ◽  
Environmental Sounds ◽  
Script Fading ◽  
Response Generalization ◽  
Young Children With Autism

The current study evaluated whether multiple-exemplar training, auditory scripts, and script-fading procedures could establish a generalized repertoire of initiating bids for joint attention in four young children with autism. Stimuli drawn from each of three experimenter-defined categories were used during teaching to program for generalization of initiations of bids for joint attention from trained stimuli to novel stimuli. A fourth category was reserved for assessment of across-category generalization of bids for joint attention. The four categories were (a) visually enticing toys, (b) unusually placed items, (c) environmental sounds, and (d) pictures. Assignment of categories for teaching and assessment of generalization was counterbalanced across the participants. Three different auditory scripts were used during intervention for each of the training stimuli to program for response generalization. All four children learned to initiate bids for joint attention. After scripts were subsequently faded and reinforcement was thinned, bids for joint attention were maintained and also generalized to novel stimuli and settings.

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).

10 Tips For Testing Hearing in Children With Autism

ASHA Leader ◽  
2012 ◽  
Vol 17 (1) ◽  
pp. 5-7 ◽  
Author(s):  
Paul M. Brueggeman
Keyword(s):  
Children With Autism
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