Teaching Multi-step Requesting and Social Communication to Five Autistic Children Using Speech-Generating Devices and Systematic Instruction

IF 1.3 Q3 EDUCATION, SPECIAL

Advances in Neurodevelopmental Disorders Pub Date : 2023-02-11 DOI:10.1007/s41252-023-00320-x

Anastasia Sawchak, Hannah Waddington, Jeff Sigafoos

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引用次数: 1

Abstract

Objectives

We evaluated a systematic instructional package for teaching a four-step SGD-based requesting and social communication sequence. Of interest was whether intervention would lead to accurate performance of the sequence, as well as generalization, maintenance, and discriminated/functional use.

Methods

Five minimally verbal autistic children received systematic instruction to complete a four-step sequence on an iPad®-based SGD. The sequence involved (a) saying hello, (b) making a general request, (c) making a specific request, and (d) thanking the listener. The effects of instruction, which consisted of practice sessions, time delay, prompting, and reinforcement, were evaluated in a multiple-baseline across participants design.

Results

All five participants reached 100% correct performance during intervention. This high level of correct responding generalized to a novel interventionist and was maintained at follow-up. Discriminated/functional use of the communication icons was evident.

Conclusions

The systematic instructional package was effective in teaching a four-step SGD-based requesting and social communication sequence to five minimally verbal autistic children.

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运用语音生成装置和系统教学对5名自闭症儿童进行多步请求与社交

摘要目的我们评估了一个系统化的教学包，用于教授基于sgd的四步请求和社会沟通序列。我们感兴趣的是干预是否会导致序列的准确性能，以及泛化、维护和区分/功能使用。方法5例最低语言自闭症儿童接受系统指导，在基于iPad®的SGD上完成四步序列。这个顺序包括(a)打招呼，(b)提出一般性要求，(c)提出具体要求，以及(d)感谢听者。指导的效果，包括练习环节，时间延迟，提示和强化，在多基线跨参与者设计中进行评估。结果5名参与者在干预过程中均达到100%的正确率。这种高水平的正确反应推广到一个新的干预者，并在随访中保持。通信图标的歧视性/功能性使用是显而易见的。结论系统的教学包对5名轻度言语自闭症儿童进行了基于sgd的四步请求和社交序列教学。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Advances in Neurodevelopmental Disorders Social Sciences-Social Sciences (miscellaneous)

CiteScore

2.10

自引率

0.00%

发文量

期刊介绍： Advances in Neurodevelopmental Disorders publishes high-quality research in the broad area of neurodevelopmental disorders across the lifespan. Study participants may include individuals with:Intellectual and developmental disabilitiesGlobal developmental delayCommunication disordersLanguage disordersSpeech sound disordersChildhood-onset fluency disorders (e.g., stuttering)Social (e.g., pragmatic) communication disordersUnspecified communication disordersAutism spectrum disorder (ASD)Attention-deficit/hyperactivity disorder (ADHD), specified and unspecifiedSpecific learning disordersMotor disordersDevelopmental coordination disordersStereotypic movement disorderTic disorders, specified and unspecifiedOther neurodevelopmental disorders, specified and unspecifiedPapers may also include studies of participants with neurodegenerative disorders that lead to a decline in intellectual functioning, including Alzheimer’s disease, amyotrophic lateral sclerosis, Creutzfeldt-Jakob disease, vascular dementia, Lewy body dementia, frontotemporal dementia, corticobasal degeneration, Huntington’s disease, and progressive supranuclear palsy. The journal includes empirical, theoretical and review papers on a large variety of issues, populations, and domains, including but not limited to: diagnosis; incidence and prevalence; and educational, pharmacological, behavioral and cognitive behavioral, mindfulness, and psychosocial interventions across the life span. Animal models of basic research that inform the understanding and treatment of neurodevelopmental disorders are also welcomed. The journal is multidisciplinary and multi-theoretical, and encourages research from multiple specialties in the social sciences using quantitative and mixed-method research methodologies.