Supporting Diverse Learners with Autism Through a Culturally Responsive Visual Communication Intervention

Bateman, Katherine J.; Wilson, Sarah Emily

doi:10.1177/1053451220963090

Cited by 6 publications

(5 citation statements)

References 14 publications

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“…Finally, the results of this intervention align with evidence of naturalistic interventions implemented during naturally occurring classroom routines (Snyder et al, 2015). This initial investigation extends this body of literature, focusing on implementation during mealtimes—a commonly underutilized activity for targeted instruction in early childhood settings (Bateman & Wilson, 2021). Educators should consider implementing Snack Talk during mealtimes across the day.…”

Section: Discussionmentioning

confidence: 83%

Visual Supports to Increase Conversation Engagement for Preschoolers With Autism Spectrum Disorder During Mealtimes: An Initial Investigation

Bateman

Wilson

Gauvreau

et al. 2022

Journal of Early Intervention

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The diversity of children within the preschool classroom is dramatically changing as children with autism spectrum disorder are increasingly included within it. To engage in the benefits of inclusion, social skills are needed. Yet, children with autism commonly experience difficulties in this area. Extant literature indicates that social skills are more successfully acquired when taught through naturalistic and embedded instruction in established routines. A commonly occurring routine in most classroom, home, and community settings is mealtime. The purpose of this study was to investigate the effectiveness of Snack Talk, a visual communication support, for increasing the communication engagement of five preschool children with autism. A reversal design across participants was used to analyze the relation between Snack Talk and conversation engagement. Results from the maintenance probes show that conversation engagement increased across all participants when compared to baseline. Furthermore, a functional relation was established between the teaching phase (baseline and intervention data collection phases) and the maintenance phase. Limitations and directions for further research are also discussed.

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Section: Discussionmentioning

confidence: 83%

Visual Supports to Increase Conversation Engagement for Preschoolers With Autism Spectrum Disorder During Mealtimes: An Initial Investigation

Bateman

Wilson

Gauvreau

et al. 2022

Journal of Early Intervention

Self Cite

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“…The imperative of providing interventions in multiple languages and incorporating diverse perspectives into the design and development process is underscored [63]. Additionally, including culturally responsive teaching practices alongside AI interventions emerges as a strategy to enhance engagement and outcomes, particularly for children from diverse cultural backgrounds [68]. Ongoing research, collaborative endeavors, and an unwavering commitment to addressing challenges are imperative to maximize the benefits of AI-powered interventions for children with autism.…”

Section: Discussionmentioning

confidence: 99%

Teachers and educators’ experiences and perceptions of artificial-powered interventions for autism groups

Li,

Zarei,

Alibakhshi

et al. 2024

BMC Psychol

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Background Artificial intelligence-powered interventions have emerged as promising tools to support autistic individuals. However, more research must examine how teachers and educators perceive and experience these AI systems when implemented. Objectives The first objective was to investigate informants’ perceptions and experiences of AI-empowered interventions for children with autism. Mainly, it explores the informants’ perceived benefits and challenges of using AI-empowered interventions and their recommendations for avoiding the perceived challenges. Methodology A qualitative phenomenological approach was used. Twenty educators and parents with experience implementing AI interventions for autism were recruited through purposive sampling. Semi-structured and focus group interviews conducted, transcribed verbatim, and analyzed using thematic analysis. Findings The analysis identified four major themes: perceived benefits of AI interventions, implementation challenges, needed support, and recommendations for improvement. Benefits included increased engagement and personalized learning. Challenges included technology issues, training needs, and data privacy concerns. Conclusions AI-powered interventions show potential to improve autism support, but significant challenges must be addressed to ensure effective implementation from an educator’s perspective. The benefits of personalized learning and student engagement demonstrate the potential value of these technologies. However, with adequate training, technical support, and measures to ensure data privacy, many educators will likely find integrating AI systems into their daily practices easier. Implications To realize the full benefits of AI for autism, developers must work closely with educators to understand their needs, optimize implementation, and build trust through transparent privacy policies and procedures. With proper support, AI interventions can transform how autistic individuals are educated by tailoring instruction to each student’s unique profile and needs.

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“…During intervention implementation phases, staff implemented Snack Talk [7,25,41,42], a visual-based naturalistic intervention designed to promote social communication within the natural conversational routine of mealtimes. Snack Talk cards were created by the research team with input from implementing staff at the preschool.…”

Section: Methodsmentioning

confidence: 99%

“…They included a socially based topic question (i.e., "What movie do you like"?) and multiple visuals as possible answers to the target question [41,42]. Implementation and least to most prompting procedures based on the staff training were affixed to the back of the cards.…”

Section: Methodsmentioning

confidence: 99%

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Keeping Teachers Engaged during Non-Instructional Times: An Analysis of the Effects of a Naturalistic Intervention

et al. 2023

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As the prevalence of autism continues to rise, early childhood programs continue to evolve to meet the needs of children across a spectrum of abilities. To do this, strategies and supports are needed for teachers to engage with children who experience difficulties across developmental domains. Snack Talk, a naturalistic visual communication intervention, focuses on increases in conversation engagement for children with autism and related disabilities during mealtimes. This study examined the effects of the implementation of Snack Talk on increasing teacher engagement in conversation with five preschool children with autism during mealtimes in an EIBI classroom setting. A reversal design was used to analyze the relationship between Snack Talk and teacher conversational engagement with children. Results of this study demonstrated that implementation of Snack Talk increased instances of teacher engagement in conversation with children compared to baseline phases, demonstrating the promise of this intervention supporting students’ different levels of support needs in inclusive, blended settings. A functional relationship has been established between baseline and intervention phases and generalization. Limitations and directions for further research are discussed.

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Supporting Diverse Learners with Autism Through a Culturally Responsive Visual Communication Intervention

Cited by 6 publications

References 14 publications

Visual Supports to Increase Conversation Engagement for Preschoolers With Autism Spectrum Disorder During Mealtimes: An Initial Investigation

Visual Supports to Increase Conversation Engagement for Preschoolers With Autism Spectrum Disorder During Mealtimes: An Initial Investigation

Teachers and educators’ experiences and perceptions of artificial-powered interventions for autism groups

Keeping Teachers Engaged during Non-Instructional Times: An Analysis of the Effects of a Naturalistic Intervention

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