A Comparison of Prompting Tactics for Teaching Intraverbals to Young Adults with Autism

Vedora, Joseph; Conant, Erin

doi:10.1007/s40616-015-0030-6

Cited by 20 publications

(22 citation statements)

References 10 publications

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“…and poses a harder challenge for many children with autism and other cases of developmental disabilities due to the lack of point-to-point correspondence be- In some of the mentioned studies, a textual prompt was used besides a tact or echoic prompt like Braam and Poling (1983), Emmick, Cihon and Eschleman (2010), Finkel and Williams (2001), , Vedora and Conant (2015), Vedora, Meunier and Mackay (2009). According to Skinner (1957), the textual behavior occurs when, for example, an adult presents a flashcard with a printed word "cookie" on it and a child says "cookie" out loud.…”

Section: The Applied Behavior Analysis As a Possibility Ofmentioning

confidence: 99%

Teaching Intraverbal Storytelling to Children with Autism and Other Cases of Language Delays

Matos¹,

Matos²,

Figueiredo³

2017

PSYCH

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In Brazil, it is estimated that there are approximately 2 million youngsters and children diagnosed with autism and other cases of learning disabilities, a factor that has led to an increase on the demand for treatment aimed at the development of basic and academic skills, such as reading, writing, fluency in interpreting texts, recalling and retelling a story dictated by a teacher. The purpose of the present investigation was to assess the efficacy of a procedure to teach intraverbal storytelling to four Brazilian children (two autistic and two with language delays). Three stories were taught to each participant and each story comprised four segments represented by pictures and written scripts. The participants had opportunities to read the scripts with help from the experimenter if necessary and, after an interval, they had to retell the stories. During training, echoic and visual prompts were administered as corrections whenever a given child was unable to retell a given segment appropriately. Correct responses free from prompts resulted in praise and a token. After gathering a given number of tokens, the participants could exchange them for a preferred item like a toy or a favorite activity. As result, the participants were able to retell the stories correctly when compared to baseline levels. Only one was unable to retell all the segments of the third story, probably because she did not have more time to be exposed to the programming contingencies due to the period of recess from school. The results provide education professionals with specific directions for advocacy and service delivery that aim to enhance school outcomes for students with ASD.

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Section: The Applied Behavior Analysis As a Possibility Ofmentioning

confidence: 99%

Teaching Intraverbal Storytelling to Children with Autism and Other Cases of Language Delays

Matos¹,

Matos²,

Figueiredo³

2017

PSYCH

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“…Several studies have shown that tact, textual (visual), and echoic (vocal) prompts may be used to transfer control to verbal stimuli when teaching intraverbals to children with and without developmental disabilities (e.g., Goldsmith, LeBlanc, & Sautter, 2007;Ingvarsson, Tiger, Hanley, & Stephenson, 2007;Miguel, Petursdottir, & Carr, 2005;Valentino, Shillingsburg, & Call, 2012). The few studies comparing prompt topographies (Finkel & Williams, 2001;Ingvarsson & Hollobaugh, 2011;Ingvarsson, & Le, 2011;Vedora, Meunier, & Mackay, 2009;Vedora & Conant, 2015;Wallace, Bechtel, Heatter, & Barry, 2016) have found that the most effective and efficient prompt varied across participants. Some authors hypothesized that the success of a specific prompt may depend on an individual's learning history (Finkel & Williams, 2001;Ingvarsson & Hollobaugh, 2011).…”

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confidence: 99%

Exposure to a specific prompt topography predicts its relative efficiency when teaching intraverbal behavior to children with autism spectrum disorder

Roncati

Souza

Miguel

2019

J of App Behav Analysis

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Comparisons of the relative efficiency of different prompt topographies (visual or auditory), when teaching intraverbal behavior to children with disabilities, have yielded idiosyncratic results. Recent research has shown that previous exposure to a specific prompt type may affect its efficiency when teaching intraverbal behavior to preschool children. The current study was an attempt to replicate these results with 3 children diagnosed with autism spectrum disorder. For all participants, increased exposure to one prompt topography was sufficient to make it relatively more efficient as measured by number of trials to criterion. These results suggest that previous history with a prompt type may predict its efficiency.

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“…On the one hand, if studies with the teaching of echoic as the main objective seem to be scarce; on the other hand, there are many studies that use the echoic as a prompt for the acquisition of other operators such as tact, mand and intraverbal (Carroll & Kodak, 2015;Smith et al, 2016;Vedora & Conant, 2015;Williams, Carnerero, & Peréz-Gonzalez, 2006). In such cases, the procedures may involve vocal presentation of the desired verbal response, with differential reinforcement (modeling) and fading of the echoic prompt (by remission of phonemes or delay).…”

Section: Introductionmentioning

confidence: 99%

Ensino de Ecoico em Pessoas com Transtorno do Espectro Autista: Revisão Sistemática de Literatura

Guerra

Santo

Barros

et al. 2019

Rev. bras. educ. espec.

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RESUMO: A literatura tem demonstrado uma grande lacuna em estudos com o objetivo de estabelecer ecoico em pessoas com Transtorno do Espectro Autista (TEA). Assim sendo, este trabalho teve por objetivo identificar o acervo de pesquisas direcionadas para o ensino de ecoico em indivíduos com TEA. A revisão foi pautada no modelo Preferred Reporting Items for Systematics Review and Meta-Analysis (PRISMA). A busca, de todas as ocorrências, sem limite de tempo, até o ano de 2018, foi realizada nas bases de dados Web of Science, Pubmed, Scopus, ERIC e PsicINFO. Adotaram-se as palavras-chave e marcadores boleanos autism [or] autist [or] autistic [and] echoic [and] verbal behavior. Os critérios de inclusão foram artigos em português, inglês e espanhol que estabeleceram ecoico como variável dependente em intervenções com pessoas com TEA, apresentar delineamento experimental de sujeito único e demonstrar os dados da aquisição do ecoico no decorrer das sessões de ensino. Como resultados, foram encontrados 338 artigos e, com a aplicação dos critérios de inclusão, foram selecionados três. Os resultados corroboraram os dados da literatura que apontam o déficit de estudos com objetivo de estabelecer ecoico como alvo principal de ensino em pessoas com TEA. A maior parte dos estudos adota o ecoico como prompt para o estabelecimento de outro comportamento verbal. Ainda que escassos, os artigos apontam os efeitos de procedimentos distintos sobre a aquisição do comportamento ecoico em pessoas com TEA e com repertórios iniciais diversificados.

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A Comparison of Prompting Tactics for Teaching Intraverbals to Young Adults with Autism

Cited by 20 publications

References 10 publications

Teaching Intraverbal Storytelling to Children with Autism and Other Cases of Language Delays

Teaching Intraverbal Storytelling to Children with Autism and Other Cases of Language Delays

Exposure to a specific prompt topography predicts its relative efficiency when teaching intraverbal behavior to children with autism spectrum disorder

Ensino de Ecoico em Pessoas com Transtorno do Espectro Autista: Revisão Sistemática de Literatura

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