Teaching multi-step requesting to children with autism spectrum disorder using systematic instruction and a speech-generating device

Abstract

The purpose of this study was to examine the effectiveness of an iPad-based speech-generating device (SGD) and an intervention package in teaching multi-step requesting to children with autism spectrum disorder (ASD). The intervention package comprised discrete trial teaching, time delay, graduated guidance, and reinforcement. Social validity data were also collected from parents and teachers. Three male participants with ASD, aged 4-5 years, participated in the study, which was conducted using a multiple-probe-across-participants design. Findings of the study showed that the SGD and the intervention package were effective in teaching multi-step requesting to all participants. Furthermore, the target skill was maintained and generalized to different materials and individuals. Social validity findings indicated that opinions of the mothers and teachers were positive. On the other hand, the father of one participant stated that he was concerned with possible negative effects of using tablet computers. The findings are discussed with regard to the parents' opinions, and implications for practice and research.

Ground Realities of Autism Spectrum Disorders in Sri Lanka

“…The reasons are the high expenses associated with purchasing a tablet computer or mobile phone, the lack of culturally and linguistically appropriate communication applications to suit the needs of that population (Soto & Yu, 2014), and the limited number of trained clinicians who may be familiar with using these types of AAC solutions (Kieling et al, 2011). However, there is a small but growing body of evidence demonstrating success in the use of these types of high-tech AAC options in low-and middle-income countries (e.g., An et al, 2017;Genc-Tosun, D., & Kurt, O., 2017;Tönsing, 2016).…”

Pesquisas em recursos de alta tecnologia para comunicação e transtorno do espectro autista

“…KOUL, 2015), meta-análise (GANZ et al,2017) e revisão sistemática (MORIN et al, 2018). Oito eram de pesquisas experimentais (ALZRAYER; BANDA; KOUL,2017;CARON et al, 2018;FLORES et al, 2012;GENC-TOSUN;KURT,2017;SCHLOSSER et al, 2013;STEPHENSON, 2016;TROTTIER;KAMP;MIRENDA, 2011;MEER et al, 2013) e um era estudo de coorte (RYAN et al (2018). Os resultados das análises qualitativas dos artigos estão descritos a seguir e organizados pelos anos de publicação de 2011 a 2018.…”

“…Todos os estudos analisaram e buscaram coletar resultados, identificar lacunas e apontar caminhos para futuras pesquisas na área da alta tecnologia para CA e TEA, principalmente descrevendo intervenções e implicações para a avaliação e desenvolvimento desses sistemas de alta tecnologia. Diferentes modelos de DGFs dedicados foram citados (CARON et al, 2018;RYAN et al, 2018;TROTTIER;KAMP;MIRENDA, 2011), a tecnologia móvel mais utilizada foi o iPad™ (ALZRAYER; BANDA; KOUL, 2017;FLORES et al, 2012;GENC-TOSUN;KURT, 2017;RYAN et al, 2018;SCHLOSSER et al, 2013;STEPHENSON, 2016;MEER et al, 2013) e os apps descritos foram: Proloquo2Go™(ALZRAYER; BANDA; KOUL, 2017;RYAN et al, 2018;MEER et al, 2013), Pick a Word™ (FLORES et al, 2012), ChoiceboardCreator™(STEPHENSON, 2016, Touch andSpeak™(GENC-TOSUN; KURT, 2017), Minspeak™, Unity™, LAMP Words for Life™, TouchChat™, Communicator™, Dynavox Compass™, WordPower™ e Predictable™ (RYAN et al, 2018), Pecs de Fase III (SCHLOSSER; KOUL, 2015), além do softwarepara alfabetização T2L (CARON et al, 2018).…”

“…Os estudos evidenciam a eficácia da intervenção com alta tecnologia de CA em pessoas com TEA, para ampliar a comunicação (ALZRAYER; BANDA; KOUL, 2017;FLORES et al, 2012;GANZ, 2015;GENC-TOSUN;KURT, 2017;GILLESPIE-SMITH;FLETCHER-WATSON, 2014;RYAN et al, 2018;SCHLOSSER;KOUL, 2015;STEPHENSON, 2016;TROTTIER;KAMP;v.22 DOSSIÊ MIRENDA, 2011;MEER et al, 2013). Os mesmos resultados também foram encontrados nos estudos realizados por Kagohara et al(2013), Kasari et al (2014) e Stephenson e Limbrick (2015).…”

The Assessment and Intervention of Communication Repair Strategies in Primary School Children with Autism Spectrum Disorder Who Are Minimally Verbal

“…This context was selected as the teaching context because the results of the direct assessment indicated that these two participants were least likely to attempt to evoke communication repair in this condition. The strengths and potential advantages of this are that the systematic teaching procedures that were used to teach repair responding are nearly identical to procedures for teaching requesting sequences to children with ASD that have empirical support (Genc-Tosun & Kurt, 2017;van der Meer et al, 2013).…”