Brief Report: Effects of Tact Training on Emergent Intraverbal Vocal Responses in Adolescents with Autism / Richard J. MAY in Journal of Autism and Developmental Disorders, 43-4 (April 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-4 (April 2013) . - p.996-1004 Titre : Brief Report: Effects of Tact Training on Emergent Intraverbal Vocal Responses in Adolescents with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Richard J. MAY, Auteur ; Emma HAWKINS, Auteur ; Simon DYMOND, Auteur Article en page(s) : p.996-1004 Langues : Anglais (eng) Mots-clés : Tact training  Intraverbals  Conversation  Emergent  Stimulus relations Index. décimale : PER Périodiques Résumé : The present study evaluated the emergence of intraverbal responses following tact training with three adolescents diagnosed with autism spectrum disorders. Participants were taught to tact the name of a cartoon character (e.g., “What is the name of this monster?” [“Simon”]) and that character’s preferred food (e.g., “What food does this monster eat?” [“Chips”]). Following tact training, test probes revealed the emergence of untrained vocal intraverbals. Specifically, in the absence of pictures, participants stated the name of the character when given the food preference (e.g., “Which monster eats chips?”), and stated the food when given the character name (e.g., “What food does Simon eat?”). The findings are discussed with reference to the growing literature on verbal behavior and derived relational responding. En ligne : http://dx.doi.org/10.1007/s10803-012-1632-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=194 [article] Brief Report: Effects of Tact Training on Emergent Intraverbal Vocal Responses in Adolescents with Autism [Texte imprimé et/ou numérique] / Richard J. MAY, Auteur ; Emma HAWKINS, Auteur ; Simon DYMOND, Auteur . - p.996-1004. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-4 (April 2013) . - p.996-1004 Mots-clés : Tact training  Intraverbals  Conversation  Emergent  Stimulus relations Index. décimale : PER Périodiques Résumé : The present study evaluated the emergence of intraverbal responses following tact training with three adolescents diagnosed with autism spectrum disorders. Participants were taught to tact the name of a cartoon character (e.g., “What is the name of this monster?” [“Simon”]) and that character’s preferred food (e.g., “What food does this monster eat?” [“Chips”]). Following tact training, test probes revealed the emergence of untrained vocal intraverbals. Specifically, in the absence of pictures, participants stated the name of the character when given the food preference (e.g., “Which monster eats chips?”), and stated the food when given the character name (e.g., “What food does Simon eat?”). The findings are discussed with reference to the growing literature on verbal behavior and derived relational responding. En ligne : http://dx.doi.org/10.1007/s10803-012-1632-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=194

Effects of a stimulus prompt display on therapists’ accuracy, rate, and variation of trial type delivery during discrete trial teaching / Richard J. MAY in Research in Autism Spectrum Disorders, 5-1 (January-March 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.305-316 Titre : Effects of a stimulus prompt display on therapists’ accuracy, rate, and variation of trial type delivery during discrete trial teaching Type de document : Texte imprimé et/ou numérique Auteurs : Richard J. MAY, Auteur ; Jennifer L. AUSTIN, Auteur ; Simon DYMOND, Auteur Année de publication : 2011 Article en page(s) : p.305-316 Langues : Anglais (eng) Mots-clés : Discrete-trial-teaching Stimulus-prompting Behavioral-skills-training Autism Early-intensive-behavioral-intervention Verbal-behavior Applied-behavior-analysis Index. décimale : PER Périodiques Résumé : Research on training therapists to deliver discrete trial teaching (DTT) has tended to focus on a limited range of therapist competencies and may have neglected important variables such as the rate and variation of trial types delivered across complete teaching sessions. Stimulus prompting procedures may facilitate the delivery of DTT for the broad range of competencies needed during therapy. In the present study, three experienced therapists were taught to deliver DTT with and without a stimulus prompt. A multiple baseline across participants with embedded reversal design was used to analyze performance during simulated teaching sessions. Results showed that all participants delivered both a higher rate of accurate trials and a greater variety of trials in sessions that incorporated stimulus prompting. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.04.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=111 [article] Effects of a stimulus prompt display on therapists’ accuracy, rate, and variation of trial type delivery during discrete trial teaching [Texte imprimé et/ou numérique] / Richard J. MAY, Auteur ; Jennifer L. AUSTIN, Auteur ; Simon DYMOND, Auteur . - 2011 . - p.305-316. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.305-316 Mots-clés : Discrete-trial-teaching Stimulus-prompting Behavioral-skills-training Autism Early-intensive-behavioral-intervention Verbal-behavior Applied-behavior-analysis Index. décimale : PER Périodiques Résumé : Research on training therapists to deliver discrete trial teaching (DTT) has tended to focus on a limited range of therapist competencies and may have neglected important variables such as the rate and variation of trial types delivered across complete teaching sessions. Stimulus prompting procedures may facilitate the delivery of DTT for the broad range of competencies needed during therapy. In the present study, three experienced therapists were taught to deliver DTT with and without a stimulus prompt. A multiple baseline across participants with embedded reversal design was used to analyze performance during simulated teaching sessions. Results showed that all participants delivered both a higher rate of accurate trials and a greater variety of trials in sessions that incorporated stimulus prompting. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.04.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=111

Exploring the Use of the Picture Exchange Communication System (PECS) in Special Education Settings / Richard J. MAY ; Hira Salman ; Sean J. O?Neill ; Louise Denne ; Corinna Grindle ; Richard Cross ; Emily Roberts-Tyler ; Isabelle Meek ; Catherine Games in Journal of Autism and Developmental Disorders, 55-2 (February 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-2 (February 2025) . - p.652-666 Titre : Exploring the Use of the Picture Exchange Communication System (PECS) in Special Education Settings : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Richard J. MAY, Auteur ; Hira Salman, Auteur ; Sean J. O?Neill, Auteur ; Louise Denne, Auteur ; Corinna Grindle, Auteur ; Richard Cross, Auteur ; Emily Roberts-Tyler, Auteur ; Isabelle Meek, Auteur ; Catherine Games, Auteur Article en page(s) : p.652-666 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The Picture Exchange Communication System (PECS) is an Augmentative and Alternative Communication (AAC) system which is widely used to support children with developmental disabilities. In the present study, we surveyed individuals responsible for implementing PECS in special educational settings in the United Kingdom (N=283). We explored knowledge of and adherence to the  intervention, with a view to identifying training and support needs. Specifically, we examined participants' knowledge, implementation accuracy, training experiences, access to resources, and attitudes towards PECS. We developed hierarchical logistic regression models to explore the association between training experience and both knowledge and use of PECS. We pre-registered our methods, predictions and the analysis plan on the Open Science Framework (OSF).We found considerable variation in practitioner knowledge and implementation of PECS. Formal training predicted greater knowledge and more accurate implementation when practitioner role and the degree of setting support were accounted for. While PECS was rated by a large majority to be effective and practical, many participants identified that time and the availability of resources were barriers to implementation. We also found that the purpose of PECS was not always fully understood by practitioners, and we identified some consistent gaps in knowledge and implementation.  This study contributes new information regarding the real-world  use of PECS in educational settings and offers new insights for supporting practitioners. En ligne : https://doi.org/10.1007/s10803-023-06194-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548 [article] Exploring the Use of the Picture Exchange Communication System (PECS) in Special Education Settings : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Richard J. MAY, Auteur ; Hira Salman, Auteur ; Sean J. O?Neill, Auteur ; Louise Denne, Auteur ; Corinna Grindle, Auteur ; Richard Cross, Auteur ; Emily Roberts-Tyler, Auteur ; Isabelle Meek, Auteur ; Catherine Games, Auteur . - p.652-666. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-2 (February 2025) . - p.652-666 Index. décimale : PER Périodiques Résumé : The Picture Exchange Communication System (PECS) is an Augmentative and Alternative Communication (AAC) system which is widely used to support children with developmental disabilities. In the present study, we surveyed individuals responsible for implementing PECS in special educational settings in the United Kingdom (N=283). We explored knowledge of and adherence to the  intervention, with a view to identifying training and support needs. Specifically, we examined participants' knowledge, implementation accuracy, training experiences, access to resources, and attitudes towards PECS. We developed hierarchical logistic regression models to explore the association between training experience and both knowledge and use of PECS. We pre-registered our methods, predictions and the analysis plan on the Open Science Framework (OSF).We found considerable variation in practitioner knowledge and implementation of PECS. Formal training predicted greater knowledge and more accurate implementation when practitioner role and the degree of setting support were accounted for. While PECS was rated by a large majority to be effective and practical, many participants identified that time and the availability of resources were barriers to implementation. We also found that the purpose of PECS was not always fully understood by practitioners, and we identified some consistent gaps in knowledge and implementation.  This study contributes new information regarding the real-world  use of PECS in educational settings and offers new insights for supporting practitioners. En ligne : https://doi.org/10.1007/s10803-023-06194-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548

Facilitating derived requesting skills with a touchscreen tablet computer for children with autism spectrum disorder / Katharine STILL in Research in Autism Spectrum Disorders, 19 (November 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 19 (November 2015) . - p.44-58 Titre : Facilitating derived requesting skills with a touchscreen tablet computer for children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Katharine STILL, Auteur ; Richard J. MAY, Auteur ; Ruth Anne REHFELDT, Auteur ; Robert WHELAN, Auteur ; Simon DYMOND, Auteur Article en page(s) : p.44-58 Langues : Anglais (eng) Mots-clés : Manding  Requesting  Augmentative alternative communication devices  Equivalence relations  Autism Index. décimale : PER Périodiques Résumé : Two experiments were conducted employing derived relational responding and conditioned motivating operations to establish untaught mands with 11 children with autism spectrum disorder (ASD) who lacked a vocal repertoire. Following formal language assessments and preference assessments, a multi-stage automated protocol was implemented on touchscreen tablet computers. Children were first taught to mand by picture exchange for missing items necessary to play with a toy and then learned to conditionally relate the dictated names of the items to the corresponding pictures of the items (A-B training) and to relate the dictated names to the corresponding printed words (A-C training). Test probes, in the absence of reinforcement, were presented to determine whether or not participants would mand for the missing items using text exchange (hence demonstrating derived manding/requesting). Probes for spontaneous matching (B-C and C-B) and labeling (B-A and C-A) were also presented in both experiments, one of which employed a pretest/posttest design and the other a multiple probe across participants design. Across both experiments, all but one of the participants showed evidence of derived requesting and derived stimulus relations. Implications for research on high-tech devices for facilitating independent communication skills of children with ASD and for derived relational responding approaches to verbal operants are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.04.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 [article] Facilitating derived requesting skills with a touchscreen tablet computer for children with autism spectrum disorder [Texte imprimé et/ou numérique] / Katharine STILL, Auteur ; Richard J. MAY, Auteur ; Ruth Anne REHFELDT, Auteur ; Robert WHELAN, Auteur ; Simon DYMOND, Auteur . - p.44-58. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 19 (November 2015) . - p.44-58 Mots-clés : Manding  Requesting  Augmentative alternative communication devices  Equivalence relations  Autism Index. décimale : PER Périodiques Résumé : Two experiments were conducted employing derived relational responding and conditioned motivating operations to establish untaught mands with 11 children with autism spectrum disorder (ASD) who lacked a vocal repertoire. Following formal language assessments and preference assessments, a multi-stage automated protocol was implemented on touchscreen tablet computers. Children were first taught to mand by picture exchange for missing items necessary to play with a toy and then learned to conditionally relate the dictated names of the items to the corresponding pictures of the items (A-B training) and to relate the dictated names to the corresponding printed words (A-C training). Test probes, in the absence of reinforcement, were presented to determine whether or not participants would mand for the missing items using text exchange (hence demonstrating derived manding/requesting). Probes for spontaneous matching (B-C and C-B) and labeling (B-A and C-A) were also presented in both experiments, one of which employed a pretest/posttest design and the other a multiple probe across participants design. Across both experiments, all but one of the participants showed evidence of derived requesting and derived stimulus relations. Implications for research on high-tech devices for facilitating independent communication skills of children with ASD and for derived relational responding approaches to verbal operants are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.04.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270

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