Further investigation of increasing vocalizations of children with autism with a speech‐generating device

Bishop, S. Kathleen; Moore, James W.; Dart, Evan H.; Radley, Keith C.; Brewer, Robyn; Barker, Laura‐Katherine; Quintero, Laura M.; Litten, Sarah; Gilfeather, Angelina; Newborne, BreAnna; Toche, Crystal

doi:10.1002/jaba.554

Cited by 12 publications

(9 citation statements)

References 15 publications

(25 reference statements)

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“…For example, latency has been used to monitor the time elapsed from the presentation of an instruction to the initiation of a relevant response (Koegel et al, 2010). Frequency, defined as the total number of times a behavior occurs (Kubina & Lin, 2008), is also widely used in educational settings (Bishop et al, 2020). Frequency provides information on how often target responses are met being a critical outcome for self-paced and fluency-based teaching-learning paradigms (Kubina & Morrison, 2000).…”

Section: Discussionmentioning

confidence: 99%

Quantitative Indices of Student Social Media Engagement in Tertiary Education: A Systematic Review and a Taxonomy

et al. 2023

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Recent studies have evaluated the use of social media as learning aids in tertiary education. Emerging research in this area has focused primarily on non-quantitative approaches to student social media engagement. However, quantitative engagement outcomes may be extracted from student posts, comments, likes, and views. The goal of the present review was to provide a research-informed taxonomy of quantitative and behavior-based metrics of student social media engagement. We selected 75 empirical studies comprising a pooled sample of 11,605 tertiary education students. Included studies used social media for educational purposes and reported student social media engagement outcomes (source databases: PsycInfo and ERIC). We used independent raters and stringent interrater agreement and data extraction processes to mitigate bias during the screening of references. Over half of the studies (52%, n = 39) utilized ad hoc interviews and surveys to estimate student social media engagement, whereas thirty-three studies (44%) used some form of quantitative analysis of engagement. Based on this literature, we present a selection of count-based, time-based, and text-analysis metrics. The proposed taxonomy of engagement metrics resulting provides the methodological basis for the analysis of social media behavior in educational settings, particularly, for human operant and behavioral education studies. Implications for future research are discussed.

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Section: Discussionmentioning

confidence: 99%

Quantitative Indices of Student Social Media Engagement in Tertiary Education: A Systematic Review and a Taxonomy

et al. 2023

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“…Experiment 2 replicated the results of DeRosa et al (2015) and Fisher et al (2018) by showing more target responding and greater EO exposure in the FCT‐pretraining condition in which the experimenter trained a response that could not be physically guided (i.e., the vocal FCR) compared to a response that the experimenter could reliably occasion (i.e., the card FCR). The experimenter then implemented a set of transition procedures that manipulated response effort (i.e., vocal response complexity) and EO exposure (i.e., response restriction and prompt delays) with the goal of establishing closer approximations of the terminal vocal FCR while controlling and minimizing EO exposure and thus, target responding (see Bishop et al, 2020 and Gevarter et al, 2016 for related but different approaches for transitioning to a novel mand in the absence of problem behavior or its surrogate). These procedures resulted in low rates of target responding as the topography of the FCR transitioned from a card FCR to a terminal vocal FCR.…”

Section: Discussionmentioning

confidence: 99%

Sustaining behavior reduction by transitioning the topography of the functional communication response

Randall

Greer

Smith

et al. 2021

J of App Behav Analysis

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When a functional communication response (FCR) can be reliably occasioned, destructive behavior tends to be lower. However, the form of FCR may affect the durability of functional communication training, as missing FCR materials may promote resurgence. Experiment 1 demonstrated that resurgence of target responding was lower when a vocal FCR remained available but was placed on extinction compared to when a card-based FCR was unavailable. Experiment 2 replicated the finding that initiating treatment with a card FCR produced less target responding than when initiating treatment with a vocal FCR. We then evaluated a set of procedures for transitioning the card FCR to the previously unlearned vocal FCR. These findings suggest benefits of training different types of FCRs at different stages of treatment and provide a preliminary set of procedures for transitioning between FCR topographies while occasioning minimal target responding.

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“…Frost and Bondy (2002) recommended incorporating a delay to reinforcement in Phase IV, but do not provide guidance if vocalizations do not occur beyond this step. Several researchers have combined these two strategies, delay to reinforcement and vocal model prompts, in the context of PECS and a speechgenerating device (SGD), demonstrating notable increases in nonword vocalizations, vocal approximations, and targetword vocalizations (Bishop et al, 2019;Gevarter et al, 2016;Greenberg et al, 2014). Greenberg et al (2014) evaluated the effects of PECS training, delay to reinforcement, and vocal model prompts on speech production through a series of studies.…”

mentioning

confidence: 99%

Effects on Speech Development With Modifications to Picture Exchange Communication System

White

Cagliani

Tyson

2023

Focus Autism Other Dev Disabl

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The current study examined vocalizations that occurred during training of the Picture Exchange Communication System for three preschool-aged participants with autism spectrum disorder. In Phase IV, the protocol incorporates a delay to reinforcement in an effort to encourage vocalizations; however, the manual does not suggest additional strategies to try when vocalizations do not occur during the delay to reinforcement. Researchers evaluated a vocal model prompt following the delay to reinforcement and continued to measure vocalizations when the delay to reinforcement alone did not increase vocalizations. Two of the three participants increased independent vocalizations after the addition of the vocal model. Implications for practitioners and future research are discussed.

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Further investigation of increasing vocalizations of children with autism with a speech‐generating device

Cited by 12 publications

References 15 publications

Quantitative Indices of Student Social Media Engagement in Tertiary Education: A Systematic Review and a Taxonomy

Quantitative Indices of Student Social Media Engagement in Tertiary Education: A Systematic Review and a Taxonomy

Sustaining behavior reduction by transitioning the topography of the functional communication response

Effects on Speech Development With Modifications to Picture Exchange Communication System

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