Naming is a verbal developmental capability and cusp that allows children to acquire listener and speaker functions without direct instruction (e.g., incidental learning of words for objects). We screened 19 typically developing 2- and 3-year-old children for the presence of Naming for 3-dimensional objects. All 9 3-year-olds had Naming, and 8 of 10 2-year-olds lacked Naming. For the 2-year-old children who lacked Naming, we used multiple-probe designs (2 groups of 4 children) to test the effect of multiple exemplar instruction (MEI) across speaker and listener responses on the emergence of Naming. Prior to the MEI, the children could not emit untaught listener or speaker responses following match-to-sample instruction with novel stimuli, during which they had heard the experimenter tact the stimuli. After MEI with a different set of novel stimuli, the children emitted listener and speaker responses when probed with the original stimuli, in the absence of any further instruction with those stimuli. Seven of 8 children acquired the speaker and listener responses of Naming at 83% to 100% accuracy. We discuss the basic and applied science implications.
The purpose of this study was to evaluate the effects of an instructional procedure on the acquisition and generalization of metaphorical understanding for children with autism spectrum disorder. Three students (two boys, one girl, 5-8 years old) participated but only two completed the study. A multiple-probe design across two behaviors and three participants was used. The metaphors were categorized by topography: metaphors involving physical features and metaphors involving abstract properties. The instruction consisted of intraverbal training using echoic prompts, picture prompts, and textual prompts. The results indicated that the instruction was effective in establishing metaphorical understanding of target metaphors. Generalized understanding to untaught metaphors occurred for the two students who completed the study, and all metaphors were maintained at a relatively high level for two months following the instruction.
Students with Autism Spectrum Disorder often experience difficulty completing homework assignments independently more than students without disabilities. This study examined the use of a daily report card while adding a parent teacher component on the homework completion and accuracy rates of two second grade boys diagnosed with Autism. Parental participation for graphing and reviewing the student data involved the home environment. Researchers found that the use of the daily report card for homework completion and accuracy increased student success with the added parent teacher communication component. The parent teacher intervention increased both students' homework completion by 65% and 38% respectively and accuracy rates by 123% and 30% respectively compared, to baseline sessions. Data showed that the addition of a parent teacher graphing component can be effective with a daily report card to increase parental involvement, while also helping increase homework completion and accuracy rates in students with Autism. Keywords: academic success, parental involvement, Autism Spectrum Disorder El incremento de los deberes para casa y la exactitud de tarea con la participación de los padres en niños pequeños con trastorno del espectro autista RESUMEN: Los estudiantes con trastorno del espectro autista a menudo experimentan dificultades para completar las tareas de forma independiente más que los estudiantes sin discapacidades. Este estudio examinó el uso de unas tarjetas de registro diario en las tasas de finalización de la tarea y precisión de dos niños de segundo grado con diagnóstico de autismo. Se incluyó entre las actividades de casa la representación gráfica por parte de los padres de los datos. Los investigadores encontraron que el uso de un registro diario para completar la tarea aumentó el éxito y la precisión del estudiante con el añadido de la comunicación entre padres y maestros. La intervención con padres y maestros mejoró la terminación de la tarea en los estudiantes en un 65% y 38% respectivamente, y tasas de precisión de 123% y 30% en comparación con las sesiones de línea de base. Los datos mostraron que la adición de un componente gráfico por parte de padres y maestros puede ser eficaz para aumentar la participación de los padres, mientras que también ayuda en las tasas de finalización de la tarea y precisión en los estudiantes con autismo. Palabras clave: Éxito académico, participación de los padres, trastorno del espectro autista.
Secondary Students, especially students with exceptionalities and an Individualized Education Plan struggle with academic demands, challenges of tiered vocabulary, and the lack of comprehensive vocabulary instruction. Researchers have examined the outcomes of computer-assisted instruction on students' with exceptionalities vocabulary development using various technology. To meet the critical academic vocabulary acquisition needs of secondary students with exceptionalities, research supports the use of technological applications as independent word-learning strategies.
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