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

Facilitating requesting skills using high-tech augmentative and alternative communication devices with individuals with autism spectrum disorders: A systematic review / Katharine STILL in Research in Autism Spectrum Disorders, 8-9 (September 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-9 (September 2014) . - p.1184-1199 Titre : Facilitating requesting skills using high-tech augmentative and alternative communication devices with individuals with autism spectrum disorders: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Katharine STILL, Auteur ; Ruth Anne REHFELDT, Auteur ; Robert WHELAN, Auteur ; Richard MAY, Auteur ; Simon DYMOND, Auteur Article en page(s) : p.1184-1199 Langues : Anglais (eng) Mots-clés : Augmentative alternative communication devices  Requesting  High-tech  Technology  Autism Index. décimale : PER Périodiques Résumé : Abstract We conducted a systematic review to identify research studies that utilised high-tech devices (e.g., smartphone technology) to teach functional requesting skills to individuals under the age of 16 with a diagnosis of autism spectrum disorder (ASD). We identified 16 studies that included a total of 46 participants. Speech generating devices were the most frequently employed mode of communication, the most frequently requested items were preferred food or toys, and the maximum number of target-requesting skills taught was eight. Research has tended to utilise the multiple baseline design or a variant thereof (e.g., a multiple-probe design). Overall, the intervention results were largely positive, suggesting that high-tech devices can be successfully implemented as augmentative and alternative communication (AAC) devices for individuals with autism. Further research is needed to evaluate the claims made about high-tech AAC devices in facilitating requesting skills in children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Facilitating requesting skills using high-tech augmentative and alternative communication devices with individuals with autism spectrum disorders: A systematic review [Texte imprimé et/ou numérique] / Katharine STILL, Auteur ; Ruth Anne REHFELDT, Auteur ; Robert WHELAN, Auteur ; Richard MAY, Auteur ; Simon DYMOND, Auteur . - p.1184-1199. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-9 (September 2014) . - p.1184-1199 Mots-clés : Augmentative alternative communication devices  Requesting  High-tech  Technology  Autism Index. décimale : PER Périodiques Résumé : Abstract We conducted a systematic review to identify research studies that utilised high-tech devices (e.g., smartphone technology) to teach functional requesting skills to individuals under the age of 16 with a diagnosis of autism spectrum disorder (ASD). We identified 16 studies that included a total of 46 participants. Speech generating devices were the most frequently employed mode of communication, the most frequently requested items were preferred food or toys, and the maximum number of target-requesting skills taught was eight. Research has tended to utilise the multiple baseline design or a variant thereof (e.g., a multiple-probe design). Overall, the intervention results were largely positive, suggesting that high-tech devices can be successfully implemented as augmentative and alternative communication (AAC) devices for individuals with autism. Further research is needed to evaluate the claims made about high-tech AAC devices in facilitating requesting skills in children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

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