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AN EVALUATION OF A PARENT-DELIVERED DIALOGIC READING INTERVENTION IN THE HOME WITH YOUNG CHILDREN WITH AUTISM SPECTRUM DISORDER
Title
AN EVALUATION OF A PARENT-DELIVERED DIALOGIC READING INTERVENTION IN THE HOME WITH YOUNG CHILDREN WITH AUTISM SPECTRUM DISORDER.
Creator
Balsamo, Noelle, Duffy, Mary Louise, Dukes, Charles, Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description
Children with Autism Spectrum Disorder (ASD) commonly present with reading comprehension impairments that impede their academic achievement and independent living. Research suggests that intervening on listening comprehension deficits of preschool children with ASD may contribute to improved reading comprehension proficiency in the school aged years. Dialogic reading is an empirically supported shared reading method known to increase the oral language and listening comprehension of young...
Show moreChildren with Autism Spectrum Disorder (ASD) commonly present with reading comprehension impairments that impede their academic achievement and independent living. Research suggests that intervening on listening comprehension deficits of preschool children with ASD may contribute to improved reading comprehension proficiency in the school aged years. Dialogic reading is an empirically supported shared reading method known to increase the oral language and listening comprehension of young children with and without language impairments prior to formalized schooling. This study utilized a single subject repeated acquisition design to evaluate the effect of a parent-delivered dialogic reading intervention on the independent and accurate responding of preschool children with ASD. Overall, results showed that the dialogic reading intervention was highly effective for increasing the independent and accurate responding for two of the three participants; however minimally effective for the third. Although the parent participants demonstrated varying levels of procedural fidelity to the dialogic reading procedures, they perceived the intervention to be both feasible and effective when implemented with their preschool children with ASD. Limitations and implications for future research are discussed.
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Date Issued
2019
PURL
http://purl.flvc.org/fau/fd/FA00013285
Subject Headings
Children with autism spectrum disorders, Reading comprehension, Dialogic reading
Format
Document (PDF)
USING CHAINING AND AUGMENTATIVE AND ALTERNATIVE COMMUNICATION (AAC) TO ENHANCE COMMUNICATION SKILLS OF CHILDREN WITH AUTISM SPECTRUM DISORDERS
Title
USING CHAINING AND AUGMENTATIVE AND ALTERNATIVE COMMUNICATION (AAC) TO ENHANCE COMMUNICATION SKILLS OF CHILDREN WITH AUTISM SPECTRUM DISORDERS.
Creator
Kammet, Hannah, Dukes, Charles, Florida Atlantic University, Department of Exceptional Student Education, College of Education
Abstract/Description
Intervention packages combing behavioral interventions (e.g., time delay, physical prompting, or prompt fading) and Augmentative and Alternative Communication (AAC) systems have proven to be effective in developing communication skills for children with autism spectrum disorder (ASD) (Charlop-Christy et al., 2002; Greenberg et al., 2014). However, both preservice and in-service speech language pathologists have limited exposure to the benefits of using behavioral interventions to teach non...
Show moreIntervention packages combing behavioral interventions (e.g., time delay, physical prompting, or prompt fading) and Augmentative and Alternative Communication (AAC) systems have proven to be effective in developing communication skills for children with autism spectrum disorder (ASD) (Charlop-Christy et al., 2002; Greenberg et al., 2014). However, both preservice and in-service speech language pathologists have limited exposure to the benefits of using behavioral interventions to teach non-vocal functional communication skills (King et al., 2014; Muharib et al., 2019). This study used a multiple probe design across participants design to examine the effects of an online training package to teach speech-language pathologists (SLP) to use a behavioral intervention that combines backward chaining and AAC systems to increase non-vocal requesting of children with autism spectrum disorder (ASD). Two preservice SLPs completed three self-guided video modules on backward chaining and augmentative and alternative communication, engaged in role plays with an adult confederate, and participated in live feedback sessions. Once completed, preservice SLPs learned to use a backward chaining procedure with a communication board to teach children with ASD non-vocal requesting. Results showed that the online training package was effective in increasing the knowledge and skills of the preservice SLPs in using backward chaining to support AAC use and increase the child’s non-vocal requesting.
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Date Issued
2024
PURL
http://purl.flvc.org/fau/fd/FA00014503
Subject Headings
Children with autism spectrum disorders, People with disabilities--Means of communication
Format
Document (PDF)
FACIAL EMOTION RECOGNITION ABILITY IN CHILDREN WITH AUTISM SPECTRUM DISORDERS
Title
FACIAL EMOTION RECOGNITION ABILITY IN CHILDREN WITH AUTISM SPECTRUM DISORDERS.
Creator
Brooks, Katy, Jones, Nancy Aaron, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description
The present study aimed to gain a better understanding of the emotion processing abilities of children between the ages of 4 and 8 with ASD by examining their ability to correctly recognize dynamic displays of emotion. Additionally, we examined whether children with ASD showed emotion specific differences in their ability to accurately identify anger, happiness, sadness, and fear. Participants viewed a continuous display of neutral faces morphing into expressions of emotion. We aimed to...
Show moreThe present study aimed to gain a better understanding of the emotion processing abilities of children between the ages of 4 and 8 with ASD by examining their ability to correctly recognize dynamic displays of emotion. Additionally, we examined whether children with ASD showed emotion specific differences in their ability to accurately identify anger, happiness, sadness, and fear. Participants viewed a continuous display of neutral faces morphing into expressions of emotion. We aimed to measure observed power and asymmetry using EEG data in order to understand the neural activity that underlies the social aspects of ASD. Participants with ASD showed slower processing speed and decreased emotion sensitivity. On tasks that involved the recognition of expressions on the participants’ mothers’ faces, differences were less apparent. These results suggest that children with ASD are capable of recognizing facial displays of emotion after repeated exposure, this should be explored further in future research.
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Date Issued
2020
PURL
http://purl.flvc.org/fau/fd/FA00013463
Subject Headings
Children with autism spectrum disorders, Emotion recognition in children, Facial expression
Format
Document (PDF)
VIRTUAL PROCEDURAL FACILITATOR TRAINING WITH VIDEO MODELING: IMPACT ON THE OPINION WRITING OF ELEMENTARY SCHOOL- AGED CHILDREN WITH AUTISM SPECTRUM DISORDER
Title
VIRTUAL PROCEDURAL FACILITATOR TRAINING WITH VIDEO MODELING: IMPACT ON THE OPINION WRITING OF ELEMENTARY SCHOOL- AGED CHILDREN WITH AUTISM SPECTRUM DISORDER.
Creator
Launder, Susanna M., Miller, Katie, Florida Atlantic University, Department of Exceptional Student Education, College of Education
Abstract/Description
Autism Spectrum Disorder (ASD) impacts one in every 44 children in the United States (CDC, 2022) and is characterized by marked deficits in social communication with the presence of restricted interests and repetitive behaviors. Students with ASD are increasingly being educated in the general education classroom and are expected to meet the curricular demands thereof (Roberts & Webster, 2020). Due to the core features of their disability, these students often experience significant challenges...
Show moreAutism Spectrum Disorder (ASD) impacts one in every 44 children in the United States (CDC, 2022) and is characterized by marked deficits in social communication with the presence of restricted interests and repetitive behaviors. Students with ASD are increasingly being educated in the general education classroom and are expected to meet the curricular demands thereof (Roberts & Webster, 2020). Due to the core features of their disability, these students often experience significant challenges in written expression. Writing, across content areas, is a primary means in which student learning is measured and evaluated. The COVID-19 pandemic forced educators to explore the use of technology, through the application of synchronous and asynchronous instructional models, to meet the needs of all students while also providing access to Evidence Based Practices (EBPs) and rigorous content (Cox et al., 2021). This study examined the effects of an intervention package consisting of video modeling and virtual coaching on the use of a procedural facilitator (PF) as a planning tool on the overall written quality of the opinion writing with elementary school-aged children with ASD. Writing quality was measured by the presence of planned paragraph elements, Correct Word Sequences (CWS), and Total Words Written (TWW). The significance, acceptability, and effectiveness of the intervention package was also explored. Results indicate a functional relationship between the intervention package and the presence of planned paragraph elements. The intervention package did not directly impact CWS or TWW. Participant perceptions of the intervention package were generally positive. Caregiver perceptions of the intervention package were generally positive. Implications of the present study are discussed along with limitations and recommendations for future research.
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Date Issued
2022
PURL
http://purl.flvc.org/fau/fd/FA00014058
Subject Headings
Autism spectrum disorders in children, Education, Elementary, Writing skills, Teaching with technology
Format
Document (PDF)
Promoting daily living skills for adolescents with autism spectrum disorders via parent delivery of video prompting on the iPad
Title
Promoting daily living skills for adolescents with autism spectrum disorders via parent delivery of video prompting on the iPad.
Creator
Cruz-Torres, Elisa M., Duffy, Mary L., Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description
Autism Spectrum Disorder (ASD) affects one out of every 68 children in the United States. The disorder is characterized by persistent deficits in social communication, social interaction, and restricted, repetitive patterns of behavior, interest, or activities that together limit and impair everyday functioning. Research has shown that the use of visual resources, such as video modeling procedures, can support individuals with ASD to acquire and maintain a variety of daily living skills...
Show moreAutism Spectrum Disorder (ASD) affects one out of every 68 children in the United States. The disorder is characterized by persistent deficits in social communication, social interaction, and restricted, repetitive patterns of behavior, interest, or activities that together limit and impair everyday functioning. Research has shown that the use of visual resources, such as video modeling procedures, can support individuals with ASD to acquire and maintain a variety of daily living skills leading to enhanced levels of independence.
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004358, http://purl.flvc.org/fau/fd/FA00004358
Subject Headings
Autism in adolescence, Autism spectrum disorders -- Patients -- Life skills guides, Autism spectrum disorders -- Patients -- Rehabilitation, Parents of autistic children, Social skills in adolescence, Visual programming (Computer science), Youth with autism spectrum disorders -- Behavior modification
Format
Document (PDF)
An interactive system to enhance social and verbal communication skills of children withautism spectrum disorders
Title
An interactive system to enhance social and verbal communication skills of children withautism spectrum disorders.
Creator
Minan, Maria Jose, Huang, Shihong, Florida Atlantic University, College of Engineering and Computer Science, Department of Computer and Electrical Engineering and Computer Science
Abstract/Description
Affecting one in every 68 children, Autism Spectrum Disorder (ASD) is one of the fastest growing developmental disabilities. Scientific research has proven that early behavioral intervention can improve learning, communication, and social skills. Similarly, studies have shown that the usage of of-the-shelf technology boosts motivation in children diagnosed with ASD while increasing their attention span and ability to interact socially. Embracing perspectives from different fields of study can...
Show moreAffecting one in every 68 children, Autism Spectrum Disorder (ASD) is one of the fastest growing developmental disabilities. Scientific research has proven that early behavioral intervention can improve learning, communication, and social skills. Similarly, studies have shown that the usage of of-the-shelf technology boosts motivation in children diagnosed with ASD while increasing their attention span and ability to interact socially. Embracing perspectives from different fields of study can lead to the development of an effective tool to complement traditional treatment of those with ASD. This thesis documents the re-engineering, extension, and evolu- tion of Ying, an existing web application designed to aid in the learning of autistic children. The original methodology of Ying combines expertise from other research areas including developmental psychology, semantic learning, and computer science. In this work, Ying is modifed to incorporate aspects of traditional treatment, such as Applied Behavior Analysis. Using cutting-edge software technology in areas like voice recognition and mobile device applications, this project aspires to use software engineering approaches and audio-visual interaction with the learner to enhance social behavior and reinforce verbal communication skills in children with ASD, while detecting and storing learning patterns for later study.
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Date Issued
2014
PURL
http://purl.flvc.org/fau/fd/FA00004306, http://purl.flvc.org/fau/fd/FA00004306
Subject Headings
Autism spectrum disorders in children -- Treatment -- Technological innovations, Children with autism spectrum disorders -- Education -- Technological innovations, Communication disorders in children -- Treatment -- Technological innovations, Computers and people with disabilities, Learning, Psychology of, Optical pattern recognition
Format
Document (PDF)
The effectiveness of direct instruction in teaching students with autism spectrum disorders to answer “wh-” questions
Title
The effectiveness of direct instruction in teaching students with autism spectrum disorders to answer “wh-” questions.
Creator
Cadette, Jessica N., Wilson, Cynthia L., Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description
Teachers of students with autism spectrum disorders (ASD) often struggle to find effective instructional methods to use with their students on a daily basis. The characteristic verbal, social, and behavioral limitations of children with ASD make finding effective teaching methods difficult. Though some intensive intervention methods, such as discrete trial teaching (DTT), have numerous studies demonstrating their effectiveness with students with ASD, the required one-on-one format makes it...
Show moreTeachers of students with autism spectrum disorders (ASD) often struggle to find effective instructional methods to use with their students on a daily basis. The characteristic verbal, social, and behavioral limitations of children with ASD make finding effective teaching methods difficult. Though some intensive intervention methods, such as discrete trial teaching (DTT), have numerous studies demonstrating their effectiveness with students with ASD, the required one-on-one format makes it impractical to use in a classroom setting on a regular basis. Direct Instruction (DI) appears in the literature as a promising intervention for students with developmental disabilities. One benefit of DI is that, unlike DTT and similar interventions, it can be implemented in a group format. This group format provides a practical alternative for classroom teachers to use with their students with ASD. This study utilized a multiple probe across behaviors design to further investigate the use of DI to teach high school students with ASD how to answer “wh-” questions. The researcher used the Science Research Associates (SRA) Reading Mastery language program, which is a DI program designed to develop language skills. Three participants between the ages of 15 and 17 participated in 20-25 minute instructional sessions four times a week for eight weeks. Data were collected on each participant’s accuracy in answering “wh-” questions during baseline, acquisition (teaching), and maintenance conditions. The results indicate that DI was effective in helping participants acquire the language skills necessary to accurately respond to “what,” “where," and “who” questions. Implications for small group language instruction for students with ASD and recommendations for future research are discussed.
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004352, http://purl.flvc.org/fau/fd/FA00004352
Subject Headings
Austim spectrum disorders in children, Autistic children -- Education, Autistic children -- Language -- Testing, Autistic children -- Means of communication, Children with autism spectrum disorders -- Education, Communication disorders in children -- Testing, Langugage disorders in children -- Testing
Format
Document (PDF)
Effectiveness of modeling and rehearsal to teach fire safety skills to children with autism
Title
Effectiveness of modeling and rehearsal to teach fire safety skills to children with autism.
Creator
Garcia, David, Dukes, Charles, College of Education, Department of Exceptional Student Education
Abstract/Description
Autism is a disorder that affects children at an alarming rate. One out of every 88 children is diagnosed with autism in the United States. The disorder is characterized by communication, social, and behavioral deficits. Children with autism often require specialized teaching methods to learn basic skills that most children acquire without specialized instruction. Relatively few studies have examined strategies for teaching safety skills to individuals with autism. The current study utilized...
Show moreAutism is a disorder that affects children at an alarming rate. One out of every 88 children is diagnosed with autism in the United States. The disorder is characterized by communication, social, and behavioral deficits. Children with autism often require specialized teaching methods to learn basic skills that most children acquire without specialized instruction. Relatively few studies have examined strategies for teaching safety skills to individuals with autism. The current study utilized a multiple baseline across participants’ design to evaluate whether a modeling and rehearsal strategy is effective for teaching fire safety skills to children with autism between 4 and 5 years of age. Results indicated that modeling and rehearsal were effective in teaching fire safety skills, the skills generalized to novel settings, and maintained 5-weeks following the completion of training. Implications for safety skill instruction and future research are discussed.
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Date Issued
2013
PURL
http://purl.flvc.org/fau/fd/FA0004020
Subject Headings
Autistic children -- Education, Autistic children -- Means of communication, Children with autism spectrum disorders -- Education, Fire prevention -- Study and teaching (Early childhood), Safety education
Format
Document (PDF)
Computer interaction system to identify learning patterns and improve performance in children with autism spectrum disorders
Title
Computer interaction system to identify learning patterns and improve performance in children with autism spectrum disorders.
Creator
Petersen, Jake Levi., College of Engineering and Computer Science, Department of Computer and Electrical Engineering and Computer Science
Abstract/Description
Autism Spectrum Disorders (ASD) affects one in every 110 children. Medical and educational research have demonstrated that ASD children's social skills and adaptation can be much improved, provided that interventions are early and intensive enough. The advancement of computer technologies and their ubiquitous penetration in people's life make them widely available to support intensive sociocognitive rehabilitation. Additionally, computer interactions are a natural choice for people with...
Show moreAutism Spectrum Disorders (ASD) affects one in every 110 children. Medical and educational research have demonstrated that ASD children's social skills and adaptation can be much improved, provided that interventions are early and intensive enough. The advancement of computer technologies and their ubiquitous penetration in people's life make them widely available to support intensive sociocognitive rehabilitation. Additionally, computer interactions are a natural choice for people with autism who value lawful and "systematizing" tools. A number of computer-aided approaches have been developed, showing effectiveness and generalization, but little quantitative research was conducted to identify the critical factors of engaging and improving the child's interest and performance. This thesis designs an adaptive computer interaction system, called Ying, which detects learning patterns in children with ASD and explores the computer interactive possibilities. The system tailors its content based on periodic performance assessments that offer a more effective learning path for children with ASD.
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Date Issued
2011
PURL
http://purl.flvc.org/FAU/3356786
Subject Headings
Autism spectrum disorders, Treatment, Technological innovations, Optical pattern recognition, Children with disabilities, Education, Technological innovations, Assistive computer technology, Compter-assisted instruction, Computers and people with disabilities
Format
Document (PDF)