Effects of superimposition and background fading on the sight-word reading of a boy with autism

Birkan, Binyamin; McClannahan, Lynn E.; Krantz, Patricia J.

doi:10.1016/j.rasd.2006.08.003

Cited by 18 publications

(10 citation statements)

References 6 publications

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“…Specifically, the current study replicated the work of Miguel et al (2009) by showing the emergence of derived textual activity control, derived textual behavior (i.e., reading) and derived stimulus relations resulting from conditional discrimination training. The findings of Birkan et al (2007) were extended to show that superimposition and fading alone (i.e., in the absence of vocal verbal behavior by the participant) also results in textual activity control, as well as matching of pictures to printed words and vice versa. Laura and Virginia both followed written/textual schedules with a slightly higher percentage of correct responses during posttests of textual activity control following SFP fading as compared with CDT.…”

Section: Discussionmentioning

confidence: 91%

“…Stimulus fading was conducted in a manner similar to that described by Birkan et al (2007). Each participant was exposed to this procedure for one set of activities (i.e., set SFP).…”

Section: Superimposition and Fading Proceduresmentioning

confidence: 99%

“…In a recent study evaluating the transfer of control from pictures to written words in activity schedules, Birkan et al (2007) used superimposition and fading to establish textual control over vocal and motor responses of a six-year-old autistic boy. The targeted response during this study was sight word reading while completing each activity in a schedule.…”

mentioning

confidence: 99%

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Establishing Derived Textual Activity Schedules in Children With Autism

Sprinkle

Miguel

2013

Behavioral Interventions

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Children with autism are frequently taught to follow picture activity schedules to increase independence in task engagement and transitions. As textual behavior allows for greater independence and efficiency in responding, schedules should rapidly become textual in form. Previous research has shown the effectiveness of conditional discrimination training and superimposition and fading procedures in establishing textual control. The current study evaluated the effectiveness of these procedures in establishing derived textual control in activity schedules. Participants included two children with autism (ages 3 and 8 years). Following the demonstration of proficiency in picture activity schedules, participants were exposed to superimposition and fading and conditional discrimination training in an alternating treatments design. Pretest-posttest measures were used to evaluate emergent relations among stimuli. Conditional discrimination training was superior to stimulus fading for emergent relations. The participants showed no clear difference between the procedures related to derived textual control.

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Section: Discussionmentioning

confidence: 91%

“…Stimulus fading was conducted in a manner similar to that described by Birkan et al (2007). Each participant was exposed to this procedure for one set of activities (i.e., set SFP).…”

Section: Superimposition and Fading Proceduresmentioning

confidence: 99%

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Establishing Derived Textual Activity Schedules in Children With Autism

Sprinkle

Miguel

2013

Behavioral Interventions

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“…This resulted in a rating of unacceptable on participant characteristics. Birkan et al (2007) did not identify criteria for the autism diagnosis but met all other requirements related to participant characteristics, resulting in a rating of acceptable on this dimension.…”

Section: Ratings On Methodological Rigormentioning

confidence: 99%

“…Participants in three studies had received some introductory instruction in a functional reading program that emphasizes sight words (i.e., Birkan et al 2007;Ledford et al 2008;McGee et al 1986). Descriptions provided in three additional studies indicated that students had some prior sight word knowledge, but researchers did not identify an instructional approach or program (i.e., Collins and Stinson 1994;Kamps et al (1990); Mechling et al 2002).…”

Section: Participant Setting and Interventionist Characteristicsmentioning

confidence: 99%

Sight Word Instruction for Students with Autism: An Evaluation of the Evidence Base

Spector

2010

J Autism Dev Disord

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This paper reviews the evidence on sight word instruction as a method of teaching students with autism and significant cognitive and verbal limitations to read printed words. Nine single-subject studies were rated using Reichow et al.'s (J Autism Dev Disord 38:1311-1319, 2008) evaluative method for identifying evidence-based practice, and studies with at least adequate methodology were analyzed to identify common intervention features. Results yielded evidence in support of a massed trials approach featuring student response to a succession of items, differential positive reinforcement, systematic prompting, and use of visual supports. Across studies, students learned to identify printed words, even those with limited oral language and no prior reading instruction. However, no studies addressed the effects of sight word instruction on broad literacy outcomes.

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An evaluation of group activity schedules to promote social play in children with autism

Akers

Higbee

Gerencser

et al. 2018

J of App Behav Analysis

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Children with autism spectrum disorder (ASD) often have deficits in social skills and may avoid engaging in play activities with typically developing peers. The purpose of this study was to identify the utility of activity schedules, with embedded scripts, to teach three children with ASD to play a complex social game. Specifically, children with ASD were taught to play hide-and-seek with typically developing peers. Once the activity schedules were introduced, participants began engaging in independent hide-and-seek behaviors. A secondary purpose of this study was to systematically fade the activity schedules to the least intrusive version. We faded all of the scripts and the majority of activity schedule components for the three participants. Participants continued to play hide-and-seek with the faded versions of the schedules in a novel environment and 2 weeks after treatment concluded.

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Effects of superimposition and background fading on the sight-word reading of a boy with autism

Cited by 18 publications

References 6 publications

Establishing Derived Textual Activity Schedules in Children With Autism

Establishing Derived Textual Activity Schedules in Children With Autism

Sight Word Instruction for Students with Autism: An Evaluation of the Evidence Base

An evaluation of group activity schedules to promote social play in children with autism

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