Use of a peer model in language training in an echolalic child

Coleman, Sara L.; Stedman, James M.

doi:10.1016/0005-7916(74)90078-0

Cited by 36 publications

(24 citation statements)

References 6 publications

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“…Some researchers considered echolalia a type of communication disorder and therefore advocated for the extinction or replacement of echolalic behaviors through the use of behavior modification procedures (Lovaas, 1977). Previous researchers defined echolalia as a pathological behavior that could interfere with cognitive and linguistic growth (Coleman & Stedman, 1974;Schreibman & Carr, 1978). More recent clinical researchers, however, beginning with Fay (1969) and elaborated by Prizant and colleagues (1981;1983), have emphasized that immediate and delayed echolalia have functions for children with ASD (Lord & Paul, 1997;Paul & Sutherland, 2005;Prizant, et al, 2005;Prizant & Wetherby, 1993;Sundberg & Partington, 1998).…”

Section: Language Acquisition In Children With Asd: Development Of Fumentioning

confidence: 99%

Effect of "Developmental Speech and Language Training Through Music" on Speech Production in Children with Autism Spectrum Disorders

Lim

2010

Journal of Music Therapy

109

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of a dissertation at the University of Miami.Dissertation supervised by Professor Shannon de l'Etoile. No. of pages in text. (172) Children with Autism Spectrum Disorders demonstrate deficits in speech and language, with the most outstanding speech impairments being in comprehension, semantics, prosody, and pragmatics. Perception and production of music and speech in children with ASD appear to follow the same principles of Gestalt pattern perceptual organization. In addition, common neuroanatomical structures and similar patterns of cortical activation mediate the perception and production of speech and music. Therefore, the purpose of this study was to explore how the perception of musical stimuli would impact the perception and production of speech and language in children with ASD. The study examined the effect of developmental speech-language training through music on the speech production of children with ASD. The participants were 50 children with ASD, age range 3 to 5 years, who had previously been evaluated on standard tests of language and level of functioning. The children completed the pre-test, six sessions of training, and the post-test. The pre-and post-tests consisted of the Verbal Production Evaluation Scale (VPES) and measured each participant's verbal production including semantics, phonology, pragmatics, and prosody, of 36 target words. Eighteen participants completed music training, in which they watched a music video containing six songs and pictures of the 36 target words. Another group of eighteen participants completed speech training, in which they watched a speech video containing six stories and pictures of target words. Fourteen participants were randomly assigned to a no-training condition.Results of the study showed that participants in both music and speech training significantly increased their scores on the VPES from the pre-test to the post-test. Both music and speech training were effective for enhancing participants' speech production including semantics, phonology, pragmatics, and prosody. Participants who received music training made greater progress on speech production than participants who received the speech training; however, the difference was not statistically significant.Results of the study also indicated that the level of speech production was influenced by the level of functioning in children with ASD. An interaction between level of functioning and training conditions on speech production approached significance. The results indicate that both high and low functioning participants improved their speech production after receiving either music or speech training; however, low functioning participants showed a greater improvement in speech production after the music training than after the speech training. Collectively, music training was more effective for speech production in low functioning children with ASD than was speech training. The study suggests that the superior performance in speech production in children with ASD who received music training mi...

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Section: Language Acquisition In Children With Asd: Development Of Fumentioning

confidence: 99%

Effect of "Developmental Speech and Language Training Through Music" on Speech Production in Children with Autism Spectrum Disorders

Lim

2010

Journal of Music Therapy

109

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“…While reviewing 36 the articles, 2 additional articles frequently referenced were identified that met criteria used during the review process (Charlop et al 1983;Coleman and Stedman 1974). With the addition of these 2 articles, a total of 20 articles met review criteria and proceeded to the coding process.…”

Section: Article Reviewmentioning

confidence: 99%

“…These skills included receptive labels (Charlop et al 1983;Rehfeldt et al 2003), expressive labels (Coleman and Stedman 1974;Leaf et al 2013), voice volume (Coleman and Stedman 1974), play (Colozzi et al 2008;Tyron and Keane 1986), various discriminations (Egel et al 1981;Varni et al 1979), imitation (Ganz et al 2008), general knowledge skills (Ihrig and Wolchik 1988), conditioning preferences/ reinforcers (Leaf et al 2012;Singer-Dudek and Oblak 2013), job functions (Leaf et al 2013), inferences (Leaf et al 2013), sight words (Ledford et al 2008), monitoring response (Pereira-Delgado and Greer 2009; , reading (Rehfeldt et al 2003), picture to word/word to picture matching (Rehfeldt et al 2003), eating (Sira and Fryling 2012), food and drink prep (Tekin-Iftar and Birkan 2010), sign language (Venn et al 1996), spelling (Werts et al 1996), playing an audiotape (Werts et al 1996), using a calculator (Werts et al 1996), and social communication (Wilson 2013).…”

Section: Skill(s) Measuredmentioning

confidence: 99%

“…Seventeen targeted observational learning indirectly (Charlop et al 1983;Coleman and Stedman 1974;Colozzi et al 2008;Egel et al 1981;Ihrig and Wolchik 1988;Leaf et al 2012Leaf et al , 2013Ledford et al 2008;Rehfeldt et al 2003;Singer-Dudek and Oblak 2013;Sira and Fryling 2012;Tekin-Iftar and Birkan 2010;Tyron and Keane 1986;Varni et al 1979); of those 17, only one specifically sought to compare learning through observation of individuals with autism compared to peers who are typically developing (Varni et al 1979). Across the three studies that used direct instruction, each study utilized a different procedure to teach skills to increase the likelihood that observational learning would occur.…”

Section: How Observational Learning Targets Were Taughtmentioning

confidence: 99%

“…A majority of the studies, 16 (80 %), utilized peer models (Charlop et al 1983;Coleman and Stedman 1974;Colozzi et al 2008;Egel et al 1981;Ganz et al 2008;Leaf et al 2013;Ledford et al 2008;Pereira-Delgado and Greer 2009;Rehfeldt et al 2003;Singer-Dudek and Oblak 2013;Sira and Fryling 2012;Tekin-Iftar and Birkan 2010;Tyron and Keane 1986;Venn et al 1996;Werts et al 1996), while 3 studies utilized adult models (Leaf et al 2012;Varni et al 1979;Wilson 2013). One study utilized both adult and peer models in an effort to compare the effectiveness of the two different types of models (Ihrig and Wolchik 1988).…”

Section: Model and Formatmentioning

confidence: 99%

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Observational Learning for Students Diagnosed with Autism: A Review Paper

Townley-Cochran

Leaf

Taubman

et al. 2015

Rev J Autism Dev Disord

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This review evaluated a total of 22 research papers on observational learning as it applies to individuals diagnosed with autism spectrum disorders. The researchers divided the papers into three domains. The first domain was comparing the observational learning behavior of individuals diagnosed with autism spectrum disorders to typically developing and non-typically developing individuals. The second domain was how observational learning was taught to individuals diagnosed with autism spectrum disorders. The third domain was the reported levels of observational learning as an ancillary measure. The results of this review have both implications for clinicians as well as future areas of research which should be investigated.Keywords Autism . Generalized imitation . Imitation . Observational learningResearch has indicated that humans are capable of learning simply by observing others come into contact with responsestimulus contingencies (Catania, 2007). According to Catania (2007), one must demonstrate a variety of prerequisite behaviors in order to successfully acquire skills through observation. These behaviors include, but are not limited to, generalized imitation, self-awareness, verbal behavior, and the ability to discriminate behavior (Catania, 2007). However, individuals with autism demonstrate delays across these prerequisite skill sets (Lovaas 2003), which could explain why individuals with autism may not learn through observation as readily as peers that are typically developing.The significance of observational learning for children who are typically developing has been widely investigated. In a seminal study on observational learning, Bandura et al. (1961) found that children who are typically developing imitated an adult model after observing the adult engage in a discrimination task. The children not only imitated the model's correct response, but the "extra" responses the model made while engaging in the correct response. For example, if the adult knocked over a doll in order to complete the task, the child knocked over the doll. If the adult set the doll on the ground in order to complete the task, the child set the doll on the ground. In a later study, Bandura, Ross, and Ross (1963) further evaluated observational learning by evaluating the behavior toward a bobo doll of children who are typically developing following an observational period of a peer's interaction with the same doll. In this study, the typically developing peer aggressed toward the doll; half of the children observed the model receive treats following the aggressive behavior toward the doll and the other half observed the model receive harassment from another peer following their aggressive behavior toward the doll. The results indicated that the children who observed the rewarding consequences were more likely to engage in aggressive behaviors than the children who observed the punitive consequences following the aggression. In a similar investigation, Bandura (1965) demonstrated that children not only had to observe th...

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Transitioning Severely Handicapped Children Back to Public Schools

Newsom

Kennedy-Butler

1984

Programming Effective Human Services

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Use of a peer model in language training in an echolalic child

Cited by 36 publications

References 6 publications

Effect of "Developmental Speech and Language Training Through Music" on Speech Production in Children with Autism Spectrum Disorders

Effect of "Developmental Speech and Language Training Through Music" on Speech Production in Children with Autism Spectrum Disorders

Observational Learning for Students Diagnosed with Autism: A Review Paper

Transitioning Severely Handicapped Children Back to Public Schools

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