Acquisition of peer manding and listener responding in young children with autism / Elizabeth R. LORAH in Research in Autism Spectrum Disorders, 8-2 (February 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-2 (February 2014) . - p.61-67 Titre : Acquisition of peer manding and listener responding in young children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth R. LORAH, Auteur ; Shawn P. GILROY, Auteur ; Philip N. HINELINE, Auteur Article en page(s) : p.61-67 Langues : Anglais (eng) Mots-clés : Mand  Listener responding  Picture communication  Peer manding  Autism Index. décimale : PER Périodiques Résumé : Abstract Individuals diagnosed with an autism spectrum disorder demonstrate impairments in communication and social interaction. The importance of acquiring those skills, especially as young children, has been well established in the literature. Peer-mediated interventions have recently received much attention; however, its use is contingent upon access to typically developing peers, which is not always the case in all educational settings. Thus, it is often necessary for specific instruction to occur for matched peers when conducting instruction for peer-mediated communication. However, strategies for teaching these skills have not adequately addressed the role of the listener, especially that of a matched peer, within the instructional setting. Listener responding is a required component for teaching this type of behavior, for without it these emerging skills may not produce reinforcement. Once taught, the communicative skills will require reinforcement from peer-listeners if those skills are to be maintained beyond the instructional setting. The current study arranged for young children with autism to play both the speaking and listening roles in the acquisition of peer-mediated communication (i.e., mand) skills, within a multiple baseline design. The study resulted in increases in independent peer manding and listener responding in all three children. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.10.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=221 [article] Acquisition of peer manding and listener responding in young children with autism [Texte imprimé et/ou numérique] / Elizabeth R. LORAH, Auteur ; Shawn P. GILROY, Auteur ; Philip N. HINELINE, Auteur . - p.61-67. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-2 (February 2014) . - p.61-67 Mots-clés : Mand  Listener responding  Picture communication  Peer manding  Autism Index. décimale : PER Périodiques Résumé : Abstract Individuals diagnosed with an autism spectrum disorder demonstrate impairments in communication and social interaction. The importance of acquiring those skills, especially as young children, has been well established in the literature. Peer-mediated interventions have recently received much attention; however, its use is contingent upon access to typically developing peers, which is not always the case in all educational settings. Thus, it is often necessary for specific instruction to occur for matched peers when conducting instruction for peer-mediated communication. However, strategies for teaching these skills have not adequately addressed the role of the listener, especially that of a matched peer, within the instructional setting. Listener responding is a required component for teaching this type of behavior, for without it these emerging skills may not produce reinforcement. Once taught, the communicative skills will require reinforcement from peer-listeners if those skills are to be maintained beyond the instructional setting. The current study arranged for young children with autism to play both the speaking and listening roles in the acquisition of peer-mediated communication (i.e., mand) skills, within a multiple baseline design. The study resulted in increases in independent peer manding and listener responding in all three children. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.10.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=221

Acquisition of sentence frame discrimination using the iPad™ as a speech generating device in young children with developmental disabilities / Elizabeth R. LORAH in Research in Autism Spectrum Disorders, 8-12 (December 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-12 (December 2014) . - p.1734-1740 Titre : Acquisition of sentence frame discrimination using the iPad™ as a speech generating device in young children with developmental disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth R. LORAH, Auteur ; Ashley PARNELL, Auteur ; D. Renee SPEIGHT, Auteur Article en page(s) : p.1734-1740 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Developmental delay  Speech generating device  iPad™  Tact Index. décimale : PER Périodiques Résumé : Abstract This study evaluated the use of the iPad™ and application Proloqu2Go as a speech generating device (SGD) for the acquisition of a tact (labeling) repertoire in three preschool aged children with Autism Spectrum Disorder or developmental delay. Additionally, discrimination between picture icons and sentence frames were investigated. Using a five second time delay, with full physical prompts, participants were taught to label four items using the carrier phrases “I see” and “I have”. Following the acquisition of those frames in isolation, training on discriminating between those frames was introduced. The results indicate that the training procedures were effective for this purpose, thus contributing to the already existing literature on the use of handheld computing devices as SGD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.09.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 [article] Acquisition of sentence frame discrimination using the iPad™ as a speech generating device in young children with developmental disabilities [Texte imprimé et/ou numérique] / Elizabeth R. LORAH, Auteur ; Ashley PARNELL, Auteur ; D. Renee SPEIGHT, Auteur . - p.1734-1740. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-12 (December 2014) . - p.1734-1740 Mots-clés : Autism Spectrum Disorder  Developmental delay  Speech generating device  iPad™  Tact Index. décimale : PER Périodiques Résumé : Abstract This study evaluated the use of the iPad™ and application Proloqu2Go as a speech generating device (SGD) for the acquisition of a tact (labeling) repertoire in three preschool aged children with Autism Spectrum Disorder or developmental delay. Additionally, discrimination between picture icons and sentence frames were investigated. Using a five second time delay, with full physical prompts, participants were taught to label four items using the carrier phrases “I see” and “I have”. Following the acquisition of those frames in isolation, training on discriminating between those frames was introduced. The results indicate that the training procedures were effective for this purpose, thus contributing to the already existing literature on the use of handheld computing devices as SGD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.09.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243

Establishing deictic repertoires in autism / Shawn P. GILROY in Research in Autism Spectrum Disorders, 19 (November 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 19 (November 2015) . - p.82-92 Titre : Establishing deictic repertoires in autism Type de document : Texte imprimé et/ou numérique Auteurs : Shawn P. GILROY, Auteur ; Elizabeth R. LORAH, Auteur ; Jessica DODGE, Auteur ; Catherine FIORELLO, Auteur Article en page(s) : p.82-92 Langues : Anglais (eng) Mots-clés : Relational responding  Perspective-taking  Autism  Relational Frame Theory Index. décimale : PER Périodiques Résumé : Derived relational responding is an increasingly researched topic in the behavioral sciences. Deictic frames, among other forms of relational responding, have been found to underlie complex behavior, including perspective-taking. Researchers have developed procedures for training children, with and without disabilities, to demonstrate relational responding. Recent extensions of these teaching procedures incorporated more naturalistic contexts as an avenue for establishing these repertoires, but the efficacy of these new procedures for children with disabilities and the degree to which these improvements generalize have not yet been explored. The purpose of this study was to determine if relational repertoires could be established using newer, more naturalistic teaching procedures in children diagnosed with an autism spectrum disorder and to what degree improvements would generalize to another adult. Results indicated that all participants met criteria for mastery on all levels of relational complexity. Additionally, all three children demonstrated generalization of these repertoires to a novel adult following training to mastery. The results suggest that an intervention approach utilizing a Barnes-Holmes protocol in a story reading context was effective for establishing deictic repertoires in children diagnosed with an autism spectrum disorder. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.04.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 [article] Establishing deictic repertoires in autism [Texte imprimé et/ou numérique] / Shawn P. GILROY, Auteur ; Elizabeth R. LORAH, Auteur ; Jessica DODGE, Auteur ; Catherine FIORELLO, Auteur . - p.82-92. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 19 (November 2015) . - p.82-92 Mots-clés : Relational responding  Perspective-taking  Autism  Relational Frame Theory Index. décimale : PER Périodiques Résumé : Derived relational responding is an increasingly researched topic in the behavioral sciences. Deictic frames, among other forms of relational responding, have been found to underlie complex behavior, including perspective-taking. Researchers have developed procedures for training children, with and without disabilities, to demonstrate relational responding. Recent extensions of these teaching procedures incorporated more naturalistic contexts as an avenue for establishing these repertoires, but the efficacy of these new procedures for children with disabilities and the degree to which these improvements generalize have not yet been explored. The purpose of this study was to determine if relational repertoires could be established using newer, more naturalistic teaching procedures in children diagnosed with an autism spectrum disorder and to what degree improvements would generalize to another adult. Results indicated that all participants met criteria for mastery on all levels of relational complexity. Additionally, all three children demonstrated generalization of these repertoires to a novel adult following training to mastery. The results suggest that an intervention approach utilizing a Barnes-Holmes protocol in a story reading context was effective for establishing deictic repertoires in children diagnosed with an autism spectrum disorder. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.04.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270

Evaluating the iPad Mini® as a Speech-Generating Device in the Acquisition of a Discriminative Mand Repertoire for Young Children With Autism / Elizabeth R. LORAH in Focus on Autism and Other Developmental Disabilities, 33-1 (March 2018)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 33-1 (March 2018) . - p.47-54 Titre : Evaluating the iPad Mini® as a Speech-Generating Device in the Acquisition of a Discriminative Mand Repertoire for Young Children With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth R. LORAH, Auteur Article en page(s) : p.47-54 Langues : Anglais (eng) Mots-clés : autism,speech-generating devices,mand,discrimination Index. décimale : PER Périodiques Résumé : There has been an increased interest in research evaluating the use of handheld computing technology as speech-generating devices (SGD) for children with autism. However, given the reliance on single-subject research methodology, replications of these investigations are necessary. This study presents a replication with variation, of a method for the acquisition of picture-symbol discrimination during mand training, while using the iPad® and application Proloquo2Go™ as an SGD in young children with autism. In a four-phased training procedure, three children with a diagnosis of autism acquired the ability to mand and discriminate between four picture-symbols on the screen of the device, while using the iPad Mini® as an SGD. In addition, for all three participants, the acquired repertoires maintained following the discontinuation of training. These results provide continued support for the use of handheld computing devices as SGD for children with autism. En ligne : https://doi.org/10.1177/1088357616673624 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336 [article] Evaluating the iPad Mini® as a Speech-Generating Device in the Acquisition of a Discriminative Mand Repertoire for Young Children With Autism [Texte imprimé et/ou numérique] / Elizabeth R. LORAH, Auteur . - p.47-54. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 33-1 (March 2018) . - p.47-54 Mots-clés : autism,speech-generating devices,mand,discrimination Index. décimale : PER Périodiques Résumé : There has been an increased interest in research evaluating the use of handheld computing technology as speech-generating devices (SGD) for children with autism. However, given the reliance on single-subject research methodology, replications of these investigations are necessary. This study presents a replication with variation, of a method for the acquisition of picture-symbol discrimination during mand training, while using the iPad® and application Proloquo2Go™ as an SGD in young children with autism. In a four-phased training procedure, three children with a diagnosis of autism acquired the ability to mand and discriminate between four picture-symbols on the screen of the device, while using the iPad Mini® as an SGD. In addition, for all three participants, the acquired repertoires maintained following the discontinuation of training. These results provide continued support for the use of handheld computing devices as SGD for children with autism. En ligne : https://doi.org/10.1177/1088357616673624 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336

A Systematic Review of Tablet Computers and Portable Media Players as Speech Generating Devices for Individuals with Autism Spectrum Disorder / Elizabeth R. LORAH in Journal of Autism and Developmental Disorders, 45-12 (December 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3792-3804 Titre : A Systematic Review of Tablet Computers and Portable Media Players as Speech Generating Devices for Individuals with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth R. LORAH, Auteur ; Ashley PARNELL, Auteur ; Peggy J. SCHAEFER WHITBY, Auteur ; Donald HANTULA, Auteur Année de publication : 2015 Article en page(s) : p.3792-3804 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Verbal behavior  Speech generating device  iPad  iPod Index. décimale : PER Périodiques Résumé : Powerful, portable, off-the-shelf handheld devices, such as tablet based computers (i.e., iPad®; Galaxy®) or portable multimedia players (i.e., iPod®), can be adapted to function as speech generating devices for individuals with autism spectrum disorders or related developmental disabilities. This paper reviews the research in this new and rapidly growing area and delineates an agenda for future investigations. In general, participants using these devices acquired verbal repertoires quickly. Studies comparing these devices to picture exchange or manual sign language found that acquisition was often quicker when using a tablet computer and that the vast majority of participants preferred using the device to picture exchange or manual sign language. Future research in interface design, user experience, and extended verbal repertoires is recommended. En ligne : http://dx.doi.org/10.1007/s10803-014-2314-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273 [article] A Systematic Review of Tablet Computers and Portable Media Players as Speech Generating Devices for Individuals with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Elizabeth R. LORAH, Auteur ; Ashley PARNELL, Auteur ; Peggy J. SCHAEFER WHITBY, Auteur ; Donald HANTULA, Auteur . - 2015 . - p.3792-3804. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3792-3804 Mots-clés : Autism spectrum disorder  Verbal behavior  Speech generating device  iPad  iPod Index. décimale : PER Périodiques Résumé : Powerful, portable, off-the-shelf handheld devices, such as tablet based computers (i.e., iPad®; Galaxy®) or portable multimedia players (i.e., iPod®), can be adapted to function as speech generating devices for individuals with autism spectrum disorders or related developmental disabilities. This paper reviews the research in this new and rapidly growing area and delineates an agenda for future investigations. In general, participants using these devices acquired verbal repertoires quickly. Studies comparing these devices to picture exchange or manual sign language found that acquisition was often quicker when using a tablet computer and that the vast majority of participants preferred using the device to picture exchange or manual sign language. Future research in interface design, user experience, and extended verbal repertoires is recommended. En ligne : http://dx.doi.org/10.1007/s10803-014-2314-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273

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