A simple intervention for stereotypical engagement with an augmentative alternative communicative device

Cook, Jennifer; Rapp, John T.; Burji, Carla; McHugh, Catherine; Nuta, Raluca

doi:10.1002/bin.1478

Cited by 9 publications

(4 citation statements)

References 11 publications

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“…Despite the potential limitation, we chose to collect data in this manner to capture the full effect of the treatment throughout the academic work session. Cook, Rapp, Burji, McHugh, and Nuta (2017) showed that access to an iPad™ increased multiple forms of stereotypy for a child with ASD. By keeping the HP-LS access time in the session, we ensured that stereotypy (both targeted and nontargeted) did not increase when the participant had access to the iPad™.…”

Section: Discussionmentioning

confidence: 99%

Further Analysis of the Predictive Effects of a Free-Operant Competing Stimulus Assessment on Stereotypy

et al. 2017

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We conducted five experiments to evaluate the predictive validity of a free-operant competing stimulus assessment (FOCSA). In Experiment 1, we showed that each participant's repetitive behavior persisted without social consequences. In Experiment 2, we used the FOCSA to identify high-preference, low-stereotypy (HP-LS) items for 11 participants and high-preference, high-stereotypy (HP-HS) items for nine participants. To validate the results of the FOCSAs (Experiment 3), we used a three-component multiple schedule to evaluate the immediate and subsequent effects of an HP-LS stimulus, an HP-HS stimulus, or both (in separate test sequences) on each participant's stereotypy. Results of Experiment 3 showed that the FOCSA correctly predicted the immediate effect of the HP-LS stimulus for 10 of 11 participants; however, the FOCSA predictions were less accurate for the HP-HS stimulus. Results of Experiment 4 showed that a differential reinforcement of other behavior procedure in which participants earned access to the HP-LS for omitting vocal stereotypy increased all five participants' latency to engaging in stereotypy; however, clinically significant omission durations were only achieved for one participant. Experiment 5 showed that differential reinforcement of alternative behavior in which participants earned access to the HP-LS stimulus contingent upon correct responses during discrete-trial training reduced targeted and nontargeted stereotypy and increased correct academic responding for all four participants. The potential utility of the FOCSA is discussed.

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Section: Discussionmentioning

confidence: 99%

Further Analysis of the Predictive Effects of a Free-Operant Competing Stimulus Assessment on Stereotypy

et al. 2017

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“…As an example of the limited utility of the aforementioned treatment guidelines, Cook, Rapp, Burji, McHugh, and Nuta (2017) showed that a young male with ASD primarily used his communicative iPad to engage in object stereotypy when the auditory output was enabled. Conversely, when the auditory output was disabled (i.e., auditory stimulation for object stereotypy was not available), the participant used the communicative device to mand for various edible and tangible items.…”

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confidence: 99%

To What Extent Do Practitioners Need to Treat Stereotypy During Academic Tasks?

Cook

Rapp

2018

Behav Modif

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Researchers frequently argue that a child’s engagement in stereotypy may compete with his ability to acquire academic skills, engage in appropriate social interactions, or both; however, few studies have directly tested these suppositions. We used a five-phase assessment to evaluate the extent to which behavioral interventions with a progressively greater number of components were necessary to decrease stereotypy and increase correct responding during academic instructions for five children diagnosed with autism spectrum disorders. For one participant, stereotypy decreased when instructors provided standard instruction without specific intervention for stereotypy. For two participants, stereotypy decreased when instructors provided standard instruction plus antecedent intervention for stereotypy with continuous music. For another participant, stereotypy decreased when instructors provided enhanced consequences for correct responding during standard instruction without either antecedent or consequent intervention for stereotypy. For the final participant, stereotypy decreased and correct responding increased when instructors provided standard instruction and consequent intervention for stereotypy.

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“…En ocasiones, las características de la aplicación pueden dar lugar a problemas de comportamiento, como presionar repetidamente botones cuando las pulsaciones generan un sonido, fomentando la velocidad y la respuesta aleatoria sin escuchar instrucciones. Este tipo de comportamiento se puede evitar configurando la salida auditiva (Cook et al, 2017) o poniendo la tableta a distancia hasta que se haya dado la instrucción, sobre todo al comienzo (Garnier, 2017).…”

Section: Aparición De Estereotipias O Conductas Repetitivasunclassified

Evaluación formativa: tableta y estudiantes con trastorno del espectro autista

Gómez León

2023

TCE

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La reciente implementación de las tabletas digitales en la planificación educativa de los estudiantes (hombres y mujeres) con trastorno del espectro autista (TEA) implica nuevas modalidades de evaluación. La evaluación formativa permite al profesor regular la enseñanza observando metódicamente a los estudiantes para ajustar las intervenciones pedagógicas y las situaciones didácticas de manera más individual y sistemática. La tableta digital facilita esta labor brindando una retroalimentación continua e inmediata que beneficia tanto a los docentes como a los alumnos. Sin embargo, el uso de este tipo de tecnología representa un desafío para los profesionales de la educación, lo que dificulta significativamente el proceso de evaluación. El objetivo de este estudio es sintetizar los límites y las dificultades encontrados por parte de los profesionales a lo largo de su evaluación formativa en el uso de las tabletas digitales como herramienta educativa en estudiantes con TEA. Se realizó una búsqueda en las bases de datos Scopus, Web of Science, PubMed, ERIC, IEEE Xplore y ACM Digital Library siguiendo los criterios establecidos en la declaración PRISMA (preferred reporting items for systematic reviews and meta-analyses). Los profesionales refieren mayoritariamente problemas relacionados con los efectos de las herramientas digitales en los niños o la dificultad del docente en saber discriminar, a través de la multitud de productos disponibles, «qué funciona» y «por qué». Se analiza la evidencia empírica relacionada con las dificultades halladas y se discuten los resultados, pretendiendo dar una respuesta de base científica a los problemas prácticos descritos por los docentes, relacionados con la implementación de estas tecnologías en el aula.

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A simple intervention for stereotypical engagement with an augmentative alternative communicative device

Cited by 9 publications

References 11 publications

Further Analysis of the Predictive Effects of a Free-Operant Competing Stimulus Assessment on Stereotypy

Further Analysis of the Predictive Effects of a Free-Operant Competing Stimulus Assessment on Stereotypy

To What Extent Do Practitioners Need to Treat Stereotypy During Academic Tasks?

Evaluación formativa: tableta y estudiantes con trastorno del espectro autista

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