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differential effects of simplified speech versus typical speech on response accuracy in discrete trial teaching formats with prekindergarten-age students with autism
Title
The differential effects of simplified speech versus typical speech on response accuracy in discrete trial teaching formats with prekindergarten-age students with autism.
Creator
Clark, Claudia Pia, Florida Atlantic University, Taylor, Ronald L.
Abstract/Description
The examination of effective teaching strategies for young students with autism is necessary to successfully address the wide variety of skills deficits exhibited in students with this pervasive developmental disorder. The wide spectrum of cognitive functioning levels and autism severity levels found in this highly heterogeneous disorder make the development of sound instructional techniques a fundamental issue in best practices teaching with students with autism. The purpose of this study...
Show moreThe examination of effective teaching strategies for young students with autism is necessary to successfully address the wide variety of skills deficits exhibited in students with this pervasive developmental disorder. The wide spectrum of cognitive functioning levels and autism severity levels found in this highly heterogeneous disorder make the development of sound instructional techniques a fundamental issue in best practices teaching with students with autism. The purpose of this study was to determine the differential effects of simplified speech discriminative stimuli and typical speech discriminative stimuli on response accuracy on an acquisition level discrimination skill using a discrete trial teaching format with prekindergarten age students with autism. The participants were four students chosen from a pool of students enrolled at The St. Mary's Preschool for Children with Autism, a charter school located in West Palm Beach, Florida. All students were between 3 and 5 years old and met eligibility criteria for special education in the autism category. The targeted instructional skill was a visual discrimination task that was to be exhibited upon presentation of a verbal stimulus and which required discrimination of the verbal stimulus in order to be performed correctly. Each participant was presented with an array of acquisition level picture vocabulary items under one of two instructional conditions: either a simplified speech discriminative stimulus condition or a typical speech discriminative stimulus condition. Each student received both instructional conditions with different but equivalent picture vocabulary items. The results indicated that there were differences in response accuracy under the two discriminative stimulus conditions. For participants with autism severity levels under 36 as measured by the Childhood Autism Rating Scale (CARS), criterion was met under both conditions, regardless of IQ. For participants with autism severity levels equal to or above 36 as measured by the CARS, response accuracy was higher under the simplified speech condition, regardless of IQ. One implication of this study is that students with more severe levels of autism may learn most effectively under simplified speech discriminative stimulus conditions and that students with less severe levels of autism may be able to learn effectively under either condition.
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Date Issued
2000
PURL
http://purl.flvc.org/fcla/dt/12630
Subject Headings
Autistic children--Education, Autism in children, Verbal learning
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)
Social-cognitive processing in 6- to 12-year-old children with Asperger's disorder
Title
Social-cognitive processing in 6- to 12-year-old children with Asperger's disorder.
Creator
Carothers, Douglas Edward, Florida Atlantic University, Taylor, Ronald L.
Abstract/Description
Students with Asperger's disorder manifest social, behavioral and pragmatic language impairments that result in their lower social acceptance. However, peer rejection in childhood is correlated with both current and future maladjustment, so it is important to investigate the causes of social rejection for children with Asperger's disorder. The first purpose of this study was to determine the relative effectiveness with which students with Asperger's disorder and typically developing students...
Show moreStudents with Asperger's disorder manifest social, behavioral and pragmatic language impairments that result in their lower social acceptance. However, peer rejection in childhood is correlated with both current and future maladjustment, so it is important to investigate the causes of social rejection for children with Asperger's disorder. The first purpose of this study was to determine the relative effectiveness with which students with Asperger's disorder and typically developing students were able to interpret the social intentions of their peers. The second purpose of the study was to determine whether, with a given interpretation of social intention, there were differences in the social interaction strategies chosen by these two groups of students. Twenty students with Asperger's disorder and 20 typically developing elementary school students participated in this study. They viewed videotapes depicting social conflict situations and were interviewed to determine if they perceived the cause of a conflict, how they interpreted an antagonist's actions, and how they would respond in a similar situation. An independent samples t-test indicated that the typically developing group performed significantly better on the encoding of conflicts and benign intention cues. Further, the Asperger's disorder group rejected benign intention cues that they had encoded at a higher rate than their typically developing peers. A mixed ANOVA revealed that there were significant differences between groups for the rating of a peer as "not mean" based on cue type, with the Asperger's disorder group most likely to rate a peer as "not mean" after watching ambiguous vignettes and the typically developing group most likely to give this rating after watching benign vignettes. Additionally, a mixed ANOVA demonstrated that the Asperger's disorder group was significantly more likely to cite the use of aggressive strategies both against peer entry and peer provocation conflict types and when they had attributed a peer to be "mean."
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Date Issued
2002
PURL
http://purl.flvc.org/fau/fd/FADT12000
Subject Headings
Asperger's syndrome, Autistic children--Education--Social aspects, Autism in children
Format
Document (PDF)
The effects of learning strategy training on the writing performance of college students with Asperger’s syndrome
Title
The effects of learning strategy training on the writing performance of college students with Asperger’s syndrome.
Creator
Jackson, Lynn, Duffy, Mary L., Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description
Individuals with Asperger’s Syndrome are entering institutions of higher education at an increasing rate. However, they may not be prepared to meet the academic and social demands of the postsecondary environment. Although studies have evaluated the impact of academic and social interventions for children and adolescents with Asperger’s Syndrome, little research has been conducted on the college population. The current study utilized a multiple baseline across participants design to evaluate...
Show moreIndividuals with Asperger’s Syndrome are entering institutions of higher education at an increasing rate. However, they may not be prepared to meet the academic and social demands of the postsecondary environment. Although studies have evaluated the impact of academic and social interventions for children and adolescents with Asperger’s Syndrome, little research has been conducted on the college population. The current study utilized a multiple baseline across participants design to evaluate the effectiveness of a writing learning strategy on the writing performance of three college students with Asperger’s Syndrome. Results indicated that the quality of the writing performance improved following strategy instruction. In addition, participants were able to generalize the use of the strategy to content specific writing tasks.
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Date Issued
2014
PURL
http://purl.flvc.org/fau/fd/FA00004294, http://purl.flvc.org/fau/fd/FA00004294
Subject Headings
Asperger's syndrome, Autistic children -- Education, English language -- Composition and exercises -- Study and teaching, Inclusive education, Learning ability, Learning disabled children -- Education, Learning strategies
Format
Document (PDF)
Use of multisensory therapy by adolescents with co-occurring autism and profound intellectual disability
Title
Use of multisensory therapy by adolescents with co-occurring autism and profound intellectual disability.
Creator
Leichner, Jared., Harriet L. Wilkes Honors College
Abstract/Description
The education of profoundly intellectually disabled individuals requires identifying motivators to help them learn basic tasks and skills. When these individuals also suffer from Autism Spectrum Disorder, one promising method of therapy, multisensory therapy, has been shown to relax patients, facilitating the educational process. Relaxation drastically minimizes maladaptive behaviors such as repetitive movement (stereotypy) and self-injury, allowing the participant to learn efficiently. In...
Show moreThe education of profoundly intellectually disabled individuals requires identifying motivators to help them learn basic tasks and skills. When these individuals also suffer from Autism Spectrum Disorder, one promising method of therapy, multisensory therapy, has been shown to relax patients, facilitating the educational process. Relaxation drastically minimizes maladaptive behaviors such as repetitive movement (stereotypy) and self-injury, allowing the participant to learn efficiently. In this study, a multi-axis measure was developed to determine behavioral differences between an experimental group that underwent the therapy and a control group that performed a functional task in their classroom. Stereotypic behaviors were significantly reduced and gaze focus was enhanced within the therapy. The significance of these effects carried over when participants were returned to their classroom.
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Date Issued
2010
PURL
http://purl.flvc.org/FAU/3335109
Subject Headings
Autism in adolescents, Therapy, Children with disabilities, Development, Autistic children, Behavior modification, Social skills in children, Behavior therapy for children, Children with disabilities, Education, Language arts, Relaxation (Methodology), Behaviorism (Psychology)
Format
Document (PDF)