ABA Article Replot Data onto SCC
The research assessing the effectiveness of mand training with individuals with autism spectrum disorder (ASD) focused on teaching vocal mands for preferred items. However, individuals diagnosed with ASD frequently utilize alternative modes of communications. Other common mode of communications employed by children with ASD involves a picture exchange communication system (PECS). Mand training with peers is an important aspect of intervention for individuals with ASD because it fosters opportunities for additional interactions for the individual with others that could help establish friendships. It is also important critical to teach the child to engage in peer-directed mands rather than engaging in other less socially acceptable ways of obtaining the item.
“The ideal outcome of peer-directed mand training is for a child to approach a peer who is currently consuming a preferred item and mand for access to that item in the absence of adult prompts” (Kodak, Paden, & Dickes, 2012). Prior studies on peer-directed man training have failed to measure whether newly acquired mands extend beyond the treatment context. One example of this is with Paden and colleague’s previous research. They evaluated differential reinforcement of alternative behavior along with prompting to increase peer-directed mands using PECS with two boys diagnosed with Autism. The results of their study indicated that both boys engaged in high rates of peer-directed mands during treatment, and a portion of the peer-directed mands resulted in subsequent social interactions. The experiment performed in this study by Kodak, Paden, and Dickes wished to replicate the findings of Paden and colleagues by evaluating the effects o...
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...of independent mands during the first phase. However, on the SCC rechart there are no trends for either independent or prompted mands during the first phase. In the second phase there is variability in both independent and prompted mands. In the original chart, during the second phase, there is a slight increasing trend in prompted mands while on the SCC rechart there is no trend at all.
In conclusion, there were several differences and similarities between the two charts. The Standard Celeration Chart shows an increase and decrease in the data points more accurately than the other chart. An expirimentor is able to see clearly how the behavior is changing daily.
References
Kodak, T., Paden, A., & Dickes, N. (2012). Training and generalization of peer-directed mands with non-vocal children with autism. The Analysis of Verbal Behavior. 28, 119-124.
Development of social skills is very important for children that are diagnosed with autism because of ...
Soenksen and Alper, 2006 D. Soenksen, S. Alper Teaching a young child to appropriately gain attention of peers using a social story intervention Focus on Autism and Other Developmental Disabilities, 21 (1) (2006), pp. 36–44
Incidental teaching focuses on child-initiated interactions. (Hall, 2013) Incidental teaching is used to increase skills of individuals with autism spectrum disorders. (Hall, 2013) A study done by Hart and Risley (1975) looked at the incidental teaching process used at the preschool age to aide in teaching language. Incidental teaching has been the most frequent strategy that has been used to teach language. When using incidental teaching a child’s request may be verbal or nonverbal. Examples include reaching for an object that is out of one’s reach, requesting food or a toy or calling an adult’s name. There is a series of decisions that an adult can use to respond to the child’s request. These choices include: if the occasion should be used for incidental teaching: if so then a choice regarding the language behavior that is obtained from the child, and then a choice has to be made concerning the cue that will be used to initiate instruction, the cur could be focus of attention by itself, or in addition to the focused attention a verbal cue as well. If the individual does not respond to the cue, then a choice concerning the degree of prompt to be used, the “fullest degree: a request for imitation; medium degree: a request for partial imitation, or minimal degree: a request for the terminal language behavior.” (Hart & Risley, 1975) This study was performed on boys and girls between the ages of four years old to five years old. The baseline procedures ensured that the children had a variety of vocabulary for use in sentences. The sentences that they were taught was “I want x so I can y.” The second step of the procedure was the use of incidental teaching of compound sentences directed to teachers. After thirty-six days of school, the incidental teaching began to occur when the children needed assistance in trying to get different preschool materials.
... cited in Dorey et al., 2009). This large percentage indicates that extinction of these reinforcers could lead to a decrease in these behaviors. An earlier study supported this claim by conducting research with children with Autism engaging in SIBs. Hanley, Pizaaz, Fisher, and Maglieri (2005) developed a study with a young boy with Autism who engaged in SIBs. After a functional assessment, the researchers found that his behaviors had been maintained by tangibles and attention. Whenever the subject began producing maladaptive behaviors, his mother would present a toy and verbal attention in order to elicit calmness. Similar to the research completed by Dorey et al. (2009), the researchers extinguished this reinforcement and rewarded alternative positive behaviors. When this was carried out, the SIBs decreased and more acceptable forms of communication were utilized.
“The Benefits of Skinner's Analysis of Verbal Behavior for Children with Autism” Behav Modif., by Sundberg, ML, and Michael J., published in 2001, summarized Oct 19, 2006
“Your child has autism spectrum disorder” are words no parent wants to hear. They are words that will instill fear, worry, and sadness. When parents hear this for the first time, they will have many questions. “Is there anything I can do to help my child? If so, what can be done?” Early intervention services; such as applied behavior analysis therapy, occupational therapy, sensory integration therapy, and speech therapy before the age of three; can help improve the development of children with autism spectrum disorder. As an educator, early intervention is a subject teachers should be well educated in. It would be beneficial to the educator and the student, for a teacher to know and understand early intervention strategies.
First, the teacher and classroom assistant will focus on the eight-year-old autistic male, they will use this intervention to support and aid in his learning of a social story with verbal compliments, nutrition, and declining of foods. Both teacher and classroom assistant will help support him, and teach him to reduce aggressive behavior by using his words in order to get what he needs. He will learn to sit down quietly and wait for direction, then will practice and demonstrate each time to master sitting down quietly. Then, both teacher and classroom assistant will praise him when he increase sitting time quietly in his seat in the classroom. Even though, he demonstrates a reduction in aggressive behavior during starting point stipulations and adaptability in aggressive behavior during an intervention requirements. Overall, this will help the eight-year-old male in regards to the his strength and weaknesses of learning, social stories, which will aid to remove or lessen aggressive behavior in the schoolroom.
Case-Smith, J., & Arbesman, M. (2008). Evidence-Based Review of Interventions for Autism Used in or of Relevance to Occupational Therapy. American Journal of Occupational Therapy,62(4), 416-429. doi:10.5014/ajot.62.4.416
This paper was reprinted with permission of Susan Moreno on the O.A.S.I.S. (Online Asperger's Syndrome Information and Support)
Snell, M. E. (2003). Autism, Education of Individuals with. In J. W. Guthrie (Ed.), Encyclopedia of Education (2nd ed., Vol. 1, pp. 161-162). New York: Macmillan Reference USA.
... can be difficult for a child with autism to initiate conversation on her own, by following your child’s lead and responding to what she does, you are encouraging further interaction. You can also help by encouraging friendships between your child with ASD and other children”
Luiselli, James K. "Verbal Language and Communication." Teaching and Behavior Support for Children and Adults with Autism Spectrum Disorder: A Practitioner's Guide. New York: Oxford UP, 2011. Print.
Orsmond, G. I., Krauss, M. W., & Seltzer, M. M. (2004). Peer relationships and social and recreational activities among adolescents and adults with autism. Journal of autism and developmental disorders, 34(3), 245-256.
One of the most exciting milestones for a parent to witness is the first words a child speaks. However children that are diagnosed with Autism Spectrum Disorder (ASD) have difficulty speaking. Often times, speech is delayed which makes communication with the child difficult. The first thing that a child learns to do is cry. This is how they alert their parents or caregivers of what they need (Baby Center, 2014). At about six months of age, children will begin to use their tongues, palates, and newly emerging teeth to create sounds. This is there way of teaching themselves to talk. Unlike children who are developing normally, ASD children begin to repeat certain sounds over and over. Once the child is old enough to be able to speak and hold conversations, ASD is easily noticeable. The communication of a child with ASD is habitually rigid and repetitive (CDC, 2013). This can include things that they hear on a normal basis, like commercials or songs.
Kamps, D. et.al. (2002). Peer Training to Facilitate Social Interaction for Elementary Students with Autism and Their Peers. Exceptional Children, 68 (2), 173-187.