|
| Addressing Communicative Impairment in Persons with Autism |
| Saturday, May 26, 2007 |
| 3:30 PM–4:50 PM |
| Elizabeth G |
| Area: AUT |
| Chair: Ruth M. DeBar (The Ohio State University) |
| |
| A Systematic Replication Examining Choice of Augmentative and Alternative Communication Devices Among Individuals with Developmental Disabilities. |
| Domain: Applied Research |
| RUTH M. DEBAR (The Ohio State University), Helen Irene Malone (The Ohio State University), Jennie Elise Merna (COSERRC) |
| |
| Abstract: The purpose of the present investigation was to replicate and extend previous research examining preference among augmentative and alternative communication (AAC) devices with individuals diagnosed with developmental disabilities. Using a multiple baseline design across (AAC) devices, the present investigation sought to replicate previous research by examining whether individuals could acquire the use of multiple AAC devices (e.g., picture communication board, mini-Message Mate, Cyrano) and whether participants demonstrated preference among these devices. The investigation extended the literature by examining response allocation between low and high preference communication devices, whether individuals could acquire functional use of the device (i.e., turning on and retrieval of device), and maintenance and generalization of use of communication devices. Findings indicated that all participants were able to acquire functional use of all devices and that each showed an individual preference for a particular device. Limitations and future research will be discussed. |
| |
| A Bridging Procedure: Teaching Receptive and Expressive Language Skills when Trial-and-Error Teaching has Failed. |
| Domain: Applied Research |
| KRISTIN MILLER (F.A.C.E.S.) |
| |
| Abstract: The errorless teaching literature describes teaching techniques useful for learners who show difficulty learning through traditional trial-and-error methods, in which stimuli are presented at the criterion discrimination level, and responses to the discriminative stimuli are reinforced while responses to the stimulus delta are not. An experiment was conducted in which an errorless teaching procedure involving the pairing of stimuli and the fading of a prompt taught two children with autism a number of receptive and expressive language skills they did not acquire through traditional trial-and-error training. Data were collected indicating responses at each the level in the shaping program and whether the responses were correct or incorrect. Probes for generalization and maintenance were also collected. Conclusions regarding implications for further research will be presented. |
| |
| How to Teach Learners to Answer "Or" Questions. |
| Domain: Applied Research |
| STEVEN J. WARD (Whole Child Consulting), Teresa A. Grimes (Whole Child Consulting) |
| |
| Abstract: Many learners struggle to answer "or" questions, such as "Which one do you eat, an apple or a pencil?" This is an important repertoire for a number of reasons, which will be covered in this paper. Correction procedures are largely ineffective, as available prompts are too distant from the appropriate stimulus control. A successful procedure for teaching this repertoire will be presented, with rationales included. |
| |
| Does Too Much Verbal Input Interfere with Learning in Children with Autism? |
| Domain: Applied Research |
| ELIZABETH BURKETT (Sussex Consortium), Vivian J. Bush (Sussex Consortium), Marissa Wanchik (Sussex Consortium), Marie Christine Lambert (Sussex Consortium) |
| |
| Abstract: In a classroom setting, there are many verbal directions and verbal conversations that occur. In a classroom for children with autism, this can impede rates of independent learning. However, do conversations among staff, extraneous verbal comments, and verbal prompts truly interfere with learning? We addressed this in a preschool classroom for children with autism.
In the classroom, there are eight students, ages 3 and 4. with a teacher and two para-educators. Behavior and communication are imbedded in the classroom all day with support of a school psychologist and a speech/language pathologist who are in the room at least two times a week and meet weekly with the teacher. All of the students use The Picture Exchange Communication System to communicate wants and needs and/or simply as a visual support. Although all of the children are verbal, three are unintelligible to unfamiliar people, one student speaks in short phrases, two others use phrased speech with commenting, and two are conversational speakers.
In this classroom, we implemented “quiet week” where no adult spoke unless spoken to appropriately by the student or unless giving a verbal direction. Rates of behavior and communication were analyzed to see the impact of such a change. |
| |
|
| |